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Rethinking models of feedback for learning: the challenge of design

Boud,D and Molloy,E 2013, Rethinking models of feedback for learning: the challenge of design, Assessment & evaluation in higher education, vol. 38, no. 6, pp. 698-712, doi: 10.1080/02602938.2012.691462.

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Title Rethinking models of feedback for learning: the challenge of design
Author(s) Boud,DORCID iD for Boud,D orcid.org/0000-0002-6883-2722
Molloy,E
Journal name Assessment & evaluation in higher education
Volume number 38
Issue number 6
Start page 698
End page 712
Total pages 14
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2013
ISSN 0260-2938
1469-297X
Keyword(s) feedback
sustainable assessment
impact on learning
curriculum design
Summary Student feedback is a contentious and confusing issue throughout higher education institutions. This paper develops and analyses two models of feedback: the first is based on the origins of the term in the disciplines of engineering and biology. It positions teachers as the drivers of feedback. The second draws on ideas of sustainable assessment. This positions learners as having a key role in driving learning, and thus generating and soliciting their own feedback. It suggests that the second model equips students beyond the immediate task and does not lead to false expectations that courses cannot deliver. It identifies the importance of curriculum design in creating opportunities for students to develop the capabilities to operate as judges of their own learning.
Language eng
DOI 10.1080/02602938.2012.691462
Field of Research 130103 Higher Education
130303 Education Assessment and Evaluation
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2013, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30071805

Document type: Journal Article
Collection: Centre for Research in Assessment and Digital Learning (CRADLE)
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