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Feedback in Higher and Professional Education

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assessment
Category=JNM
Clinical Practice
dialogic
Dialogic Feedback
digital feedback tools
educational feedback theory
effective feedback for teacher development
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eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Feedback Encounters
Feedback Mark
Feedback Practices
formative assessment strategies
Free Text Comments
Healthcare Simulation
integrated
learning
learning dispositions development
Mark 1
MSF
MSF Program
Multi-source Feedback
Non-evaluative Feedback
Patient Feedback
peer
Peer Assessment
Peer Coaching
Peer Feedback
practice
Practice Peer Feedback
Procedural Skills
Procedural Skills Training
process
Professional Development
reflective teaching practice
Simulated Patients
Student Engagement
student self-regulation
summative
vocabulary
Wireless Handheld Computer
work
Work Based Learning Contexts
Work Integrated Learning

Product details

  • ISBN 9780415692281
  • Weight: 600g
  • Dimensions: 156 x 234mm
  • Publication Date: 29 Nov 2012
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

Learners 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:

    • That feedback constitutes one-way flow of information from a knowledgeable person to a less knowledgeable person.

    • That the job of feedback is complete with the imparting of performance-related information.

    • That a generic model of best-practice feedback can be applied to all learners and all learning situations

It seeking a new approach to feedback, it proposes that it is necessary to recognise that learners need to be much more actively involved in seeking, generating and using feedback. Rather than it being something they are subjected to, it must be an activity that they drive.
About

David Boud is Professor of Adult Education in the Faculty of Arts and Social Sciences at the University of Technology, Sydney, Australia.

Elizabeth Molloy is an Associate Professor in the Health Professions Education and Educational Research Unit in the Faculty of Medicine, Nursing and Health Sciences at Monash University, Melbourne, Australia.