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Designing Feedback for Impact

chapter
posted on 01.01.2019, 00:00 authored by M Henderson, E Molloy, Rola AjjawiRola Ajjawi, David BoudDavid Boud
© Te Editor(s) (if applicable) and Te Author(s), under exclusive licence to Springer Nature Switzerland AG 2019. This chapter focuses on influences, affordances and challenges for teachers in designing for (and identifying) feedback impact. We propose four key questions that need to be asked: Do learners know the purpose of feedback and their role(s) in it? Can learners make sense of the information? Can learners take action? What effects should we be looking for? We then explore strategies that have been shown to be valuable in designing feedback that makes a difference. These are organised according to three important considerations: creating opportunities for effective feedback; developing learner and teacher capacities; and looking for effects. We finish the chapter by taking a step back and considering the implications at the programme and institutional levels in cultivating feedback that makes a difference.

History

Title of book

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

Chapter number

15

Pagination

267 - 285

Publisher

Palgrave MacMillan

Place of publication

London, Eng.

ISBN-13

9783030251116

Edition

1

Language

eng

Publication classification

B1 Book chapter

Copyright notice

2019, The Authors

Extent

15

Editor/Contributor(s)

Michael Henderson, Rola Ajjawi, David Boud, Elizabeth Molloy

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