Contextual influences on feedback practices: an ecological perspective

Ajjawi, Rola, Molloy, Elizabeth, Bearman, Margaret and Rees, Charlotte 2017, Contextual influences on feedback practices: an ecological perspective. In Carless, D., Bridges, S. M., Chan, C. K. Y. and Glofcheski, R. (ed), Scaling up assessment for learning in higher education, Springer, Singapore, pp.129-143, doi: 10.1007/978-981-10-3045-1_9.

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Title Contextual influences on feedback practices: an ecological perspective
Author(s) Ajjawi, RolaORCID iD for Ajjawi, Rola
Molloy, Elizabeth
Bearman, MargaretORCID iD for Bearman, Margaret
Rees, Charlotte
Title of book Scaling up assessment for learning in higher education
Editor(s) Carless, D.
Bridges, S. M.
Chan, C. K. Y.
Glofcheski, R.
Publication date 2017
Series The enabling power of assessment
Chapter number 9
Total chapters 14
Start page 129
End page 143
Total pages 15
Publisher Springer
Place of Publication Singapore
Keyword(s) Education
Summary Critique has been levelled at the use of models for feedback practices that ignore context in health professions education. Models such as the “feedback sandwich” are often adopted as rules to be followed regardless of the situation. In this chapter, we utilise an updated version of the Bronfenbrenner ecological framework of human development to unpack contextual influences on feedback practices at different levels. The framework seeks to integrate and conceptualise the environment and other influences on behaviour. The implication of the interplay of these networked systems on feedback practices and consequences for learners is that a one-size feedback intervention is not suitable for allsituations. Promoting feedback by design involves taking context into account for each of the systems. A step forward in terms of scaling up effective feedback practices would be through using this contextual mapping to improve feedback literacy of students and staff. On the basisof our mapping we highlight the usefulness of ecological models for research and practice in assessment for learning in higher education and propose recommendations for future research.
ISBN 981103043X
Language eng
DOI 10.1007/978-981-10-3045-1_9
Field of Research 130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 930102 Learner and Learning Processes
HERDC Research category B1 Book chapter
ERA Research output type B Book chapter
Copyright notice ©2017, Springer Nature Singapore
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