Reconceptualising Feedback in Higher Education: Developing dialogue with students

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9780415692359: Reconceptualising Feedback in Higher Education: Developing dialogue with students

Feedback is a crucial element of teaching, learning and assessment. There is, however, substantial evidence that staff and students are dissatisfied with it, and there is growing impetus for change.


Student Surveys have indicated that feedback is one of the most problematic aspects of the student experience, and so particularly in need of further scrutiny. Current practices waste both student learning potential and staff resources. Up until now the ways of addressing these problems has been through relatively minor interventions based on the established model of feedback providing information, but the change that is required is more fundamental and far reaching.


Reconceptualising Feedback in Higher Education, coming from a think-tank composed of specialist expertise in assessment feedback, is a direct and more fundamental response to the impetus for change. Its purpose is to challenge established beliefs and practices through critical evaluation of evidence and discussion of the renewal of current feedback practices. In promoting a new conceptualisation and a repositioning of assessment feedback within an enhanced and more coherent paradigm of student learning, this book:

• analyses the current issues in feedback practice and their implications for student learning.
• identifies the key characteristics of effective feedback practices
• explores the changes needed to feedback practice and how they can be brought about
• illustrates through examples how processes to promote and sustain effective feedback practices can be embedded in modern mass higher education.

Provoking academics to think afresh about the way they conceptualise and utilise feedback, this book will help those with responsibility for strategic development of assessment at an institutional level, educational developers, course management teams, researchers, tutors and student representatives.

Le informazioni nella sezione "Riassunto" possono far riferimento a edizioni diverse di questo titolo.

Book Description:

"By emphasizing feedback as modelling classroom behaviour, practising reflective thinking and acknowledging the moral-ethical part of "humane teaching and assessment! (Merry et al. 2013, Foreword), the responsibility that it takes to provide feedback to learners and/or peers and the ability to judge quality (Sadler 2013), readers are given useful and specific guidelines for the teaching profession itself – outside the academia." – Szilvia Barta, University of Debrecen, The Hungarian Educational Research Journal.

About the Author:

Stephen Merry is Senior Lecturer in Cell Biology in the Faculty of Computing, Engineering and Sciences at Staffordshire University.

Margaret Price is Professor in Learning and Assessment at Oxford Brookes University. 

David Carless is Professor of Educational Assessment at the University of Hong Kong.

Maddalena Taras is Senior Lecturer in the Faculty of Education and Society at the University of Sunderland.

Le informazioni nella sezione "Su questo libro" possono far riferimento a edizioni diverse di questo titolo.

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Editore: Taylor Francis Ltd, United Kingdom (2013)
ISBN 10: 0415692350 ISBN 13: 9780415692359
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Descrizione libro Taylor Francis Ltd, United Kingdom, 2013. Paperback. Condizione libro: New. 230 x 154 mm. Language: English . Brand New Book. Feedback is a crucial element of teaching, learning and assessment. There is, however, substantial evidence that staff and students are dissatisfied with it, and there is growing impetus for change. Student Surveys have indicated that feedback is one of the most problematic aspects of the student experience, and so particularly in need of further scrutiny. Current practices waste both student learning potential and staff resources. Up until now the ways of addressing these problems has been through relatively minor interventions based on the established model of feedback providing information, but the change that is required is more fundamental and far reaching. Reconceptualising Feedback in Higher Education, coming from a think-tank composed of specialist expertise in assessment feedback, is a direct and more fundamental response to the impetus for change. Its purpose is to challenge established beliefs and practices through critical evaluation of evidence and discussion of the renewal of current feedback practices. In promoting a new conceptualisation and a repositioning of assessment feedback within an enhanced and more coherent paradigm of student learning, this book: * analyses the current issues in feedback practice and their implications for student learning. * identifies the key characteristics of effective feedback practices * explores the changes needed to feedback practice and how they can be brought about * illustrates through examples how processes to promote and sustain effective feedback practices can be embedded in modern mass higher education. Provoking academics to think afresh about the way they conceptualise and utilise feedback, this book will help those with responsibility for strategic development of assessment at an institutional level, educational developers, course management teams, researchers, tutors and student representatives. Codice libro della libreria AAZ9780415692359

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Merry, Stephen; Price, Margaret; Carless, David; Taras, Maddalena
Editore: Taylor & Francis Ltd (2013)
ISBN 10: 0415692350 ISBN 13: 9780415692359
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Descrizione libro Taylor & Francis Ltd, 2013. Condizione libro: New. 2013. 1st Edition. Paperback. Editor(s): Merry, Stephen; Price, Margaret; Carless, David; Taras, Maddalena. Num Pages: 240 pages, 4 black & white tables. BIC Classification: JNKD; JNM. Category: (P) Professional & Vocational. Dimension: 232 x 153 x 13. Weight in Grams: 366. . . . . . . Codice libro della libreria V9780415692359

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Merry, Stephen (EDT)/ Price, Margaret (EDT)/ Carless, David (EDT)/ Taras, Maddalena (EDT)/ Barefoot, Helen (CON)
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Descrizione libro Taylor & Francis Ltd 2013-05-08, London, 2013. paperback. Condizione libro: New. Codice libro della libreria 9780415692359

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Editore: Taylor Francis Ltd, United Kingdom (2013)
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Descrizione libro Taylor Francis Ltd, United Kingdom, 2013. Paperback. Condizione libro: New. 230 x 154 mm. Language: English . Brand New Book. Feedback is a crucial element of teaching, learning and assessment. There is, however, substantial evidence that staff and students are dissatisfied with it, and there is growing impetus for change. Student Surveys have indicated that feedback is one of the most problematic aspects of the student experience, and so particularly in need of further scrutiny. Current practices waste both student learning potential and staff resources. Up until now the ways of addressing these problems has been through relatively minor interventions based on the established model of feedback providing information, but the change that is required is more fundamental and far reaching. Reconceptualising Feedback in Higher Education, coming from a think-tank composed of specialist expertise in assessment feedback, is a direct and more fundamental response to the impetus for change. Its purpose is to challenge established beliefs and practices through critical evaluation of evidence and discussion of the renewal of current feedback practices. In promoting a new conceptualisation and a repositioning of assessment feedback within an enhanced and more coherent paradigm of student learning, this book: * analyses the current issues in feedback practice and their implications for student learning. * identifies the key characteristics of effective feedback practices * explores the changes needed to feedback practice and how they can be brought about * illustrates through examples how processes to promote and sustain effective feedback practices can be embedded in modern mass higher education. Provoking academics to think afresh about the way they conceptualise and utilise feedback, this book will help those with responsibility for strategic development of assessment at an institutional level, educational developers, course management teams, researchers, tutors and student representatives. Codice libro della libreria AAZ9780415692359

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Descrizione libro Taylor & Francis Ltd. Condizione libro: New. 2013. 1st Edition. Paperback. Editor(s): Merry, Stephen; Price, Margaret; Carless, David; Taras, Maddalena. Num Pages: 240 pages, 4 black & white tables. BIC Classification: JNKD; JNM. Category: (P) Professional & Vocational. Dimension: 232 x 153 x 13. Weight in Grams: 366. . . . . . Books ship from the US and Ireland. Codice libro della libreria V9780415692359

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