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The Impact of Feedback in Higher Education

Improving Assessment Outcomes for Learners

  • Book
  • © 2019

Overview

Editors:
  1. Michael Henderson

    1. Faculty of Education, Monash University, Melbourne, Australia

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  2. Rola Ajjawi

    1. Centre for Research in Assessment and Digital Learning, Deakin University, Geelong, Australia

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  3. David Boud

    1. Centre for Research in Assessment and Digital Learning, Deakin University, Geelong, Australia

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  4. Elizabeth Molloy

    1. Department of Medical Education, University of Melbourne, Parkville, Australia

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  • Questions how we can maximise the impact of feedback in higher education

  • Outlines the process of feedback as a complex one involving both students and teachers

  • Asks how feedback makes a difference, and how we can acknowledge that impact

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Table of contents (15 chapters)

  1. Front Matter

    Pages i-xix
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  2. Feedback That Makes a Difference

    1. Front Matter

      Pages 1-1
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    2. Why Focus on Feedback Impact?

      • Michael Henderson, Rola Ajjawi, David Boud, Elizabeth Molloy
      Pages 3-14

    3. Identifying Feedback That Has Impact

      • Michael Henderson, Rola Ajjawi, David Boud, Elizabeth Molloy
      Pages 15-34

  3. Expanding Notions of Feedback Impact

    1. Front Matter

      Pages 35-35
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    2. Beware the Simple Impact Measure: Learning from the Parallels with Student Engagement

      • Joanna Tai, Phillip Dawson, Margaret Bearman, Rola Ajjawi
      Pages 37-50

    3. Learners’ Feedback Literacy and the Longer Term: Developing Capacity for Impact

      • David Carless
      Pages 51-65

    4. Re-conceptualizing Feedback Through a Sociocultural Lens

      • Rachelle Esterhazy
      Pages 67-82

    5. Attending to Emotion in Feedback

      • Elizabeth Molloy, Christy Noble, Rola Ajjawi
      Pages 83-105

    6. Embracing Errors for Learning: Intrapersonal and Interpersonal Factors in Feedback Provision and Processing in Dyadic Interactions

      • Jochem E. J. Aben, Filitsa Dingyloudi, Anneke C. Timmermans, Jan-Willem Strijbos
      Pages 107-125

  4. Pedagogies of Feedback Impact

    1. Front Matter

      Pages 127-127
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    2. Operationalising Dialogic Feedback to Develop Students’ Evaluative Judgement and Enactment of Feedback

      • Edd Pitt
      Pages 129-146

    3. Turning Self-Assessment into Self-Feedback

      • Ernesto Panadero, Anastasiya Lipnevich, Jaclyn Broadbent
      Pages 147-163

    4. How Debriefing Can Inform Feedback: Practices That Make a Difference

      • Margaret Bearman, Walter Eppich, Debra Nestel
      Pages 165-188

    5. Impact of Personalized Feedback: The Case of Coaching and Learning Change Plans

      • Jocelyn M. Lockyer, Heather A. Armson, Karen D. Könings, Marygrace Zetkulic, Joan Sargeant
      Pages 189-204

  5. Visibility of Impact

    1. Front Matter

      Pages 205-205
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    2. Identifying the Impact of Feedback Over Time and at Scale: Opportunities for Learning Analytics

      • Tracii Ryan, Dragan GaÅ¡ević, Michael Henderson
      Pages 207-223

    3. Facilitating Students’ Use of Feedback: Capturing and Tracking Impact Using Digital Tools

      • Naomi Winstone
      Pages 225-242

  6. Implications for Research and Practice

    1. Front Matter

      Pages 243-243
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    2. Improving Feedback Research in Naturalistic Settings

      • Rola Ajjawi, David Boud, Michael Henderson, Elizabeth Molloy
      Pages 245-265
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Keywords

About this book

This book asks how we might conceptualise, design for and evaluate the impact of feedback in higher education. Ultimately, the purpose of feedback is to improve what students can do: therefore, effective feedback must have impact. Students need to be actively engaged in seeking, sense-making and acting upon any information provided to them in order to develop and improve. Feedback can thus be understood as not just the giving of information, but as a complex process integral to teaching and learning in which both teachers and students have an important role to play. The editors challenge us to ask two fundamental questions: when does feedback make a difference, and how can we recognise that impact? This volume draws together leading international researchers across diverse disciplines, offering promising directions for both research and practice.

Editors and Affiliations

  • Faculty of Education, Monash University, Melbourne, Australia

    Michael Henderson

  • Centre for Research in Assessment and Digital Learning, Deakin University, Geelong, Australia

    Rola Ajjawi, David Boud

  • Department of Medical Education, University of Melbourne, Parkville, Australia

    Elizabeth Molloy

About the editors

Michael Henderson is Associate Professor and Director of Graduate Studies in the Faculty of Education at Monash University, Australia. 
 
Rola Ajjawi is Associate Professor in Educational Research at Deakin University, Australia. She is also Deputy Editor of the journal Medical Education.
 
David Boud is Professor and Foundation Director of the Centre for Research in Assessment and Digital Learning, Deakin University, Australia, Research Professor of Work and Learning at Middlesex University, UK and Emeritus Professor at the University of Technology Sydney, Australia. 
 
Elizabeth Molloy is Professor of Work Integrated Learning at the University of Melbourne, Australia, and Academic Director of Interprofessional Education and Practice in the Faculty of Medicine, Dentistry and Health Sciences.



Bibliographic Information

  • Book Title: The Impact of Feedback in Higher Education

  • Book Subtitle: Improving Assessment Outcomes for Learners

  • Editors: Michael Henderson, Rola Ajjawi, David Boud, Elizabeth Molloy

  • DOI: https://doi.org/10.1007/978-3-030-25112-3

  • Publisher: Palgrave Macmillan Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2019

  • Hardcover ISBN: 978-3-030-25111-6Published: 26 September 2019

  • Softcover ISBN: 978-3-030-25114-7Published: 26 September 2020

  • eBook ISBN: 978-3-030-25112-3Published: 17 September 2019

  • Edition Number: 1

  • Number of Pages: XIX, 303

  • Number of Illustrations: 5 b/w illustrations, 1 illustrations in colour

  • Topics: Assessment, Testing and Evaluation, Higher Education, Learning & Instruction, Pedagogic Psychology

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