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Rethinking models of feedback for learning: the challenge of design

journal contribution
posted on 01.01.2013, 00:00 authored by David BoudDavid Boud, Elizabeth Molloy
Student feedback is a contentious and confusing issue throughout higher education institutions. This paper develops and analyses two models of feedback: the first is based on the origins of the term in the disciplines of engineering and biology. It positions teachers as the drivers of feedback. The second draws on ideas of sustainable assessment. This positions learners as having a key role in driving learning, and thus generating and soliciting their own feedback. It suggests that the second model equips students beyond the immediate task and does not lead to false expectations that courses cannot deliver. It identifies the importance of curriculum design in creating opportunities for students to develop the capabilities to operate as judges of their own learning.

History

Journal

Assessment & evaluation in higher education

Volume

38

Issue

6

Pagination

698 - 712

Publisher

Taylor & Francis

Location

London, Eng.

ISSN

0260-2938

eISSN

1469-297X

Language

eng

Publication classification

C1.1 Refereed article in a scholarly journal

Copyright notice

2013, Taylor & Francis