Rethinking models of feedback for learning: the challenge of design

Boud, David ORCID: https://orcid.org/0000-0002-6883-2722 and Molloy, Elizabeth (2013) Rethinking models of feedback for learning: the challenge of design. Assessment and Evaluation in Higher Education, 38 (6). pp. 698-712. ISSN 0260-2938 (doi:https://doi.org/10.1080/02602938.2012.691462)

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Abstract

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.

Item Type: Article
Research Areas: A. > Work and Learning Research Centre
Item ID: 21349
Useful Links:
Depositing User: Louis Van Baelen
Date Deposited: 22 Feb 2017 14:31
Last Modified: 18 Jul 2019 16:22
URI: https://eprints.mdx.ac.uk/id/eprint/21349

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