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Reconceptualising Feedback in Higher Education: Developing dialogue with students book cover

1st Edition

Reconceptualising Feedback in Higher Education Developing dialogue with students

Edited By Stephen Merry, Margaret Price, David Carless, Maddalena Taras Copyright 2013
240 Pages
by Routledge

240 Pages
by Routledge

240 Pages
by Routledge
Also available as eBook on:
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... Read more

CONTENTS

　

Notes on Contributors

Foreword (Marcia Mentkowski)

Overview (Stephen Merry)

　

SECTION 1: CURRENT THINKING

  1. Section Overview

    2. Maddalena Taras

    A. The Student Voice

  2. Surveys of ‘the Student Experience’ and the Politics of Feedback

    3. Mantz Yorke

  3. Feedback - What Students Want

    4. Alex Bols and Kate Wicklow

    B. The Wider Picture: challenges to preconceptions

  4. Feedback on Feedback: uncrossing wires across sectors

    5. Maddalena Taras

  5. Assessment Feedback: an ‘Agenda for Change’

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

    C. Principles and Practices

  6. Opening up Feedback: teaching learners to see

    7. D. Royce Sadler

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

    8. Sue Bloxham

    SECTION 2: ENHANCING THE STUDENT ROLE IN THE FEEDBACK PROCESS

  8. Section Overview

    9. David Carless

    A. Students

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

    10. Kay Sambell

  10. Feedback Unbound: from master to usher

    11. Jan McArthur and Mark Huxham

  11. Feedback and Feedforward: student responses and their implications

    12. Mirabelle Walker

    B. Tutors

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

    13. David Carless

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

    14. Paul Orsmond, Stephen Merry and Karen Handley

  14. Integrating Feedback with Classroom Teaching: using exemplars to scaffold learning

    15. Graham Hendry

    SECTION 3: FOSTERING INSTITUTIONAL CHANGE

  15. Section Overview

    16. Margaret Price

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

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

  17. Fostering Institutional Change in Feedback Practice through Partnership

    18. Graham Holden and Chris Glover

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

    19. Mark Russell, Dominic Bygate and Helen Barefoot

  19. Achieving Transformational or Sustainable Educational Change

Steve Draper and David Nicol

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

Index

Biography

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.

"By emphasizing feedback as modelling classroom behaviour, practising reflective thinking and acknowledging the moral-ethical part of "humane teaching and assessment! (Merry et al. 2013, Foreword), the responsibility that it takes to provide feedback to learners and/or peers and the ability to judge quality (Sadler 2013), readers are given useful and specific guidelines for the teaching profession itself – outside the academia." – Szilvia Barta, University of Debrecen, The Hungarian Educational Research Journal.

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