Merry / Price / Carless Reconceptualising Feedback in Higher Education

Developing dialogue with students
Erscheinungsjahr 2013
ISBN: 978-1-134-06762-6
Verlag: CRC Press
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 240 Seiten

Feedback is a crucial element of teaching, learning and assessment. There is, however, substantial evidence that staff and students are dissatisfied with it, and there is growing impetus for change.

Student Surveys have indicated that feedback is one of the most problematic aspects of the student experience, and so particularly in need of further scrutiny. Current practices waste both student learning potential and staff resources. Up until now the ways of addressing these problems has been through relatively minor interventions based on the established model of feedback providing information, but the change that is required is more fundamental and far reaching.

Reconceptualising Feedback in Higher Education, coming from a think-tank composed of specialist expertise in assessment feedback, is a direct and more fundamental response to the impetus for change. Its purpose is to challenge established beliefs and practices through critical evaluation of evidence and discussion of the renewal of current feedback practices. In promoting a new conceptualisation and a repositioning of assessment feedback within an enhanced and more coherent paradigm of student learning, this book:

• analyses the current issues in feedback practice and their implications for student learning.
• identifies the key characteristics of effective feedback practices
• explores the changes needed to feedback practice and how they can be brought about
• illustrates through examples how processes to promote and sustain effective feedback practices can be embedded in modern mass higher education.

Provoking academics to think afresh about the way they conceptualise and utilise feedback, this book will help those with responsibility for strategic development of assessment at an institutional level, educational developers, course management teams, researchers, tutors and student representatives.

Autoren/Hrsg.

Merry, Stephen

Price, Margaret

Carless, David

Taras, Maddalena

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erwachsenenbildung, lebenslanges Lernen

Inhaltsverzeichnis

CONTENTS



Notes on Contributors

Foreword (Marcia Mentkowski)

Overview (Stephen Merry)



SECTION 1: CURRENT THINKING

- Section Overview

Maddalena Taras

A. The Student Voice

- Surveys of ‘the Student Experience’ and the Politics of Feedback

Mantz Yorke

- Feedback - What Students Want

Alex Bols and Kate Wicklow

B. The Wider Picture: challenges to preconceptions

- Feedback on Feedback: uncrossing wires across sectors

Maddalena Taras

- Assessment Feedback: an ‘Agenda for Change’

Margaret Price, Karen Handley, Berry O’Donovan, Chris Rust and Jill Millar

C. Principles and Practices

- Opening up Feedback: teaching learners to see

D. Royce Sadler

- Building ‘standards’ frameworks’: the role of guidance and feedback in supporting the achievement of learners

Sue Bloxham

SECTION 2: ENHANCING THE STUDENT ROLE IN THE FEEDBACK PROCESS

- Section Overview

David Carless

A. Students

- Involving Students in the Scholarship of Assessment: student voices on the feedback ‘Agenda for Change’

Kay Sambell

- Feedback Unbound: from master to usher

Jan McArthur and Mark Huxham

- Feedback and Feedforward: student responses and their implications

Mirabelle Walker

B. Tutors

- Sustainable Feedback and the Development of Student Self-evaluative Capacities

David Carless

- Students’ Social Learning Practice as a Way of Learning from Tutor Feedback

Paul Orsmond, Stephen Merry and Karen Handley

- Integrating Feedback with Classroom Teaching: using exemplars to scaffold learning

Graham Hendry

SECTION 3: FOSTERING INSTITUTIONAL CHANGE

- Section Overview

Margaret Price

- An Assessment Compact: changing the way an institution thinks about assessment and feedback

Chris Rust, Margaret Price, Karen Handley, Berry O’Donovan and Jill Millar

- Fostering Institutional Change in Feedback Practice through Partnership

Graham Holden and Chris Glover

- Making Learning-Oriented Assessment the Experience of all our Students: supporting institutional change

Mark Russell, Dominic Bygate and Helen Barefoot

- Achieving Transformational or Sustainable Educational Change

Steve Draper and David Nicol

Conclusion and Reflections (Stephen Merry, Margaret Price, David Carless and Maddalena Taras)

Index

Über Autor(innen)

Stephen Merry is Senior Lecturer in Cell Biology in the Faculty of Computing, Engineering and Sciences at Staffordshire University.

Margaret Price is Professor in Learning and Assessment at Oxford Brookes University.

David Carless is Professor of Educational Assessment at the University of Hong Kong.

Maddalena Taras is Senior Lecturer in the Faculty of Education and Society at the University of Sunderland.