Feedback Practices at Work

Maximising Student Learning on Placements
1. Auflage 2026
ISBN: 978-1-032-95908-5
Verlag: Taylor & Francis Ltd

Buch, Englisch, 208 Seiten, Format (B × H): 156 mm x 234 mm

Bringing together the work of experts from diverse disciplinary backgrounds, this book provides the evidence and guidance required to improve feedback practices for students on placements. The chapters tackle questions such as how feedback can be used in work contexts, what types of feedback can learners engage in and how using feedback in classrooms is different from navigating it in work. It also addresses how learners can make feedback effective for them in the context of work.

On a practical level, the volume provides directions for educational design and stakeholder engagement, as well as a framework to support students in managing feedback processes for themselves in complex environments. The chapters also outline ways in which university and industry partners can work together to design tasks, conditions and systems to better support learners to navigate feedback in their dual roles as learners, and participants ‘on the job.’ The approaches presented will improve feedback practices and generate more productive workplace learning experiences to help students to develop ‘feedback capabilities’ that hold them in good stead as they move into the workforce beyond graduation.

Lead by experts Elizabeth Molloy and David Boud, this is an essential resource for educators, curriculum designers, educational leaders and students involved in workplace learning.

Zielgruppe

Further/Vocational Education, Postgraduate, and Professional Reference

Autoren/Hrsg.

Boud, David

Molloy, Elizabeth

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen

Inhaltsverzeichnis

1. Student placements and their challenge for feedback 2. Guiding students in managing feedback for themselves 3. Workplaces shaping feedback practices: how, when, where, and by whom 4. Learners’ agency in workplace feedback processes 5. Feedback cultures and work-based learning: learning from and across placements 6. Expanding the feedback repertoire through professional noticing in work-based placements 7. Harnessing hidden feedback processes in work settings: A model for student-led learning during placements 8. Understanding the role of power and learner trust in workplace feedback conversations 9. The problematic coupling of assessment and feedback 10. What is the use of emotion in feedback practices for students on placement? 11. The learner’s role in multi-source feedback: Whose view counts for what purpose? 12. Moving beyond individual feedback in the workplace: Exploring team feedback and its implications for collaborative practice 13. Feedback from physical cues: helping students learn to configure and interpret their environment to improve what they learn in the workplace 14. Preparing trainees with the skills to navigate feedback across professional roles and feedback cultures 15. How can workplace-based teachers develop feedback literacy? 16. Feedback on placements: Priorities for educators

Über Autor(innen)

Elizabeth Molloy is a professor in workplace learning and Deputy Dean Education in the Faculty of Medicine, Dentistry and Health Sciences at the University of Melbourne. In this role, she leads the learning and teaching strategy for the Faculty, including curriculum and clinical education. Elizabeth is a researcher in feedback, workplace learning, assessment and interprofessional education.

David Boud is Deakin Distinguished Professor and Foundation Director of the Centre for Research in Assessment and Digital Learning at Deakin University, Australia. He has been a pioneer in developing learning-centred approaches to assessment and in changing conceptions of feedback. He is one of the most highly cited scholars in the field of higher education.