Description
Book SynopsisLearners complain that they do not get enough feedback, and educators resent that although they put considerable time into generating feedback, students take little notice of it. Both parties agree that it is very important.
Feedback in Higher and Professional Education explores what needs to be done to make feedback more effective. It examines the problem of feedback and suggests that there is a lack of clarity and shared meaning about what it is and what constitutes doing it well. It argues that new ways of thinking about feedback are needed.
There has been considerable development in research on feedback in recent years, but surprisingly little awareness of what needs to be done to improve it and good ideas are not translated into action. The book provides a multi-disciplinary and international account of the role of feedback in higher and professional education. It challenges three conventional assumptions about feedback in learning:
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Trade Review
"This book is timely and interesting and is to be recommended as a core read for all practitioners in understanding both their learners and the feedback process better."- David Ross, Director of the Centre for Academic Practice and Learning Development at the University of the West of Scotland
Table of Contents
1. The Problem with Feedback 2. Changing Conceptions of Feedback 3. Resituating Feedback from the Reactive to the Proactive 4. The Impact of Emotions in Feedback 5. Socio-cultural Considerations in Feedback 6. Trust and Sustainable Feedback for the Development of Student Learning Dispositions 7. Written Feedback: What is it good for and how can we do it well? 8. Feedback in the Digital Environment 9. Feedback on Skills in Simulation 10. Implementing Multisource Feedback 11. The Role of Peers in Feedback Processes 12. Utilising the Voice of Others: The example of consumer-delivered feedback 13. Decision-making for Feedback
