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Conditions that enable effective feedback

journal contribution
posted on 01.01.2019, 00:00 authored by M Henderson, M Phillips, T Ryan, David BoudDavid Boud, Phillip DawsonPhillip Dawson, E Molloy, Paige MahoneyPaige Mahoney
Despite an increasing focus on assessment feedback, educators continue to find that simply replicating an effective feedback practice from one context does not guarantee success in the next. There is a growing recognition that the contextual factors surrounding successful practices need to be considered. This article reports on a large-scale mixed methods project and proposes 12 conditions that enable successful feedback in higher education. The conditions were distilled from seven rich case studies through multiple stages of thematic analysis, case comparison and reliability checking. The conditions were also evaluated by surveying senior leaders of Australian universities. These conditions highlight the importance of carefully designing feedback processes, along with the need for addressing capacity and culture for feedback. This helps to explain why there are such variances in effective feedback across contexts, and offers insight into how it may be achieved.

History

Journal

Higher education research and development

Volume

38

Issue

7

Pagination

1401 - 1416

Publisher

Taylor & Francis

Location

Abingdon, Eng.

ISSN

0729-4360

eISSN

1469-8366

Language

eng

Publication classification

C1 Refereed article in a scholarly journal