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Improving Feedback Research in Naturalistic Settings

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posted on 01.01.2019, 00:00 authored by Rola AjjawiRola Ajjawi, David BoudDavid Boud, M Henderson, E Molloy
© Te Editor(s) (if applicable) and Te Author(s), under exclusive licence to Springer Nature Switzerland AG 2019. This chapter discusses researching feedback inputs and processes to examine effects. Specifically, we promote a research agenda that contributes an understanding of how feedback works, for particular learners, in particular circumstances through research designs that take account of theory, occur in naturalistic settings and focus on students’ sense-making and actions. We draw attention to categories of research on effects of feedback: a) task-related performance/work; b) meta-learning processes such as self-regulation; and c) identity effects such as orienting students to the professionals they wish to become. We also discuss the difficulties in eliciting effects, attributing effects to particular feedback practices and the importance of exploring how effects are achieved and at what points in time, rather than simply looking for outcomes.

History

Title of book

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

Chapter number

14

Pagination

245 - 265

Publisher

Palgrave MacMillan

Place of publication

London, Eng.

ISBN-13

9783030251116

Edition

1

Publication classification

B1 Book chapter

Extent

15

Editor/Contributor(s)

Michael Henderson, Rola Ajjawi, David Boud, Elizabeth Molloy

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