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Identifying Feedback That Has Impact

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posted on 01.01.2019, 00:00 authored by M Henderson, Rola AjjawiRola Ajjawi, David BoudDavid Boud, E Molloy
© Te Editor(s) (if applicable) and Te Author(s), under exclusive licence to Springer Nature Switzerland AG 2019. This chapter offers new insight regarding the theoretical, methodological and practical concerns relating to feedback in higher education. It begins with the construction of a new definition of feedback. We explain how feedback is a learner-centred process in which impact is a core feature. The chapter then explores the reasons why identifying, let alone measuring, impact is problematic. We briefly revisit the contingent nature of educational research into cause and effect and question the implications for feedback processes that are likely to be experienced by individuals in different ways with different effects over different timescales. It is here we then discuss some ways we conceive the various forms of feedback effect including the intentional and unintentional, immediate and delayed, cognitive, affective, motivational, relational and social.

History

Title of book

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

Chapter number

2

Pagination

15 - 34

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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