The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners

Description

This book asks how we might conceptualise, design for and evaluate the impact of feedback in higher education. Ultimately, the purpose of feedback is to improve what students can do: therefore, effective feedback must have impact. Students need to be actively engaged in seeking, sense-making and acting upon any information provided to them in order to develop and improve. Feedback can thus be understood as not just the giving of information, but as a complex process integral to teaching and learning in which both teachers and students have an important role to play. The editors challenge us to ask two fundamental questions: when does feedback make a difference, and how can we recognise that impact? This volume draws together leading international researchers across diverse disciplines, offering promising directions for both research and practice. Front Matter ....Pages i-xix Front Matter ....Pages 1-1 Why Focus on Feedback Impact? (Michael Henderson, Rola Ajjawi, David Boud, Elizabeth Molloy)....Pages 3-14 Identifying Feedback That Has Impact (Michael Henderson, Rola Ajjawi, David Boud, Elizabeth Molloy)....Pages 15-34 Front Matter ....Pages 35-35 Beware the Simple Impact Measure: Learning from the Parallels with Student Engagement (Joanna Tai, Phillip Dawson, Margaret Bearman, Rola Ajjawi)....Pages 37-50 Learners’ Feedback Literacy and the Longer Term: Developing Capacity for Impact (David Carless)....Pages 51-65 Re-conceptualizing Feedback Through a Sociocultural Lens (Rachelle Esterhazy)....Pages 67-82 Attending to Emotion in Feedback (Elizabeth Molloy, Christy Noble, Rola Ajjawi)....Pages 83-105 Embracing Errors for Learning: Intrapersonal and Interpersonal Factors in Feedback Provision and Processing in Dyadic Interactions (Jochem E. J. Aben, Filitsa Dingyloudi, Anneke C. Timmermans, Jan-Willem Strijbos)....Pages 107-125 Front Matter ....Pages 127-127 Operationalising Dialogic Feedback to Develop Students’ Evaluative Judgement and Enactment of Feedback (Edd Pitt)....Pages 129-146 Turning Self-Assessment into Self-Feedback (Ernesto Panadero, Anastasiya Lipnevich, Jaclyn Broadbent)....Pages 147-163 How Debriefing Can Inform Feedback: Practices That Make a Difference (Margaret Bearman, Walter Eppich, Debra Nestel)....Pages 165-188 Impact of Personalized Feedback: The Case of Coaching and Learning Change Plans (Jocelyn M. Lockyer, Heather A. Armson, Karen D. Könings, Marygrace Zetkulic, Joan Sargeant)....Pages 189-204 Front Matter ....Pages 205-205 Identifying the Impact of Feedback Over Time and at Scale: Opportunities for Learning Analytics (Tracii Ryan, Dragan Gašević, Michael Henderson)....Pages 207-223 Facilitating Students’ Use of Feedback: Capturing and Tracking Impact Using Digital Tools (Naomi Winstone)....Pages 225-242 Front Matter ....Pages 243-243 Improving Feedback Research in Naturalistic Settings (Rola Ajjawi, David Boud, Michael Henderson, Elizabeth Molloy)....Pages 245-265 Designing Feedback for Impact (Michael Henderson, Elizabeth Molloy, Rola Ajjawi, David Boud)....Pages 267-285 Back Matter ....Pages 287-303