ABSTRACT
This chapter presents a case study which explored university tutors' beliefs about and practices of providing assessment feedback on students' written work. It focuses on how the focus group discussions were conducted and how conventional approach to data collection captured the five levels of reflection-on-action. A focus group discussion is often regarded as a group interview because of the use of a trained moderator who proposes questions and probes answers. The focus group was an opportunity for the tutors to share their beliefs and practices of providing assessment feedback reflectively, by analysing and discussing the relevant topics, and reflexively, by participating in the discussion or by taking "reflection-as-action". Collaborative reflection can help teachers affirm the value of their own experiences and broaden their understanding of the topics in discussion. It is also generally believed that group reflection should be moderated by a facilitator to encourage the participants to share and discuss their thinking and practices.
