Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach (Research into Higher Education) 1st Edition

By II Robert G. O'Lynn. 2021

205 citations recorded by the source corpus.

<jats:p>NA</jats:p>

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

What feedback literate teachers do: an empirically-derived competency framework (2021, background): “It has been criticized as ineffective, ill-timed, excessively teacher-focused and poorly designed (Boud and Molloy 2013; Li and De Luca 2014; Winstone et al. 2017; Winstone and Carless 2019).”
Teacher feedback literacy and its interplay with student feedback literacy (2020, unknown): “Students could play a greater role in eliciting feedback through feedback requests on issues which they perceive as valuable (Barton et al. 2016; Winstone and Carless 2019).”
Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum (2020, methodology): “Such challenges indicate the need for some scaffolding and strategies to develop students’ capacity for making the most of opportunities afforded by feedback requests (Winstone and Carless 2019), for example, through identifying the kind of requests that are potentially most beneficial.”
The need to disentangle assessment and feedback in higher education (2020, methodology): “In the recent literature, there have been renewed calls for the importance of feedback having a design focus in its own right, beyond simply following on from however assessment has been designed (Boud & Molloy, 2013; Henderson et al., 2019a; Winstone & Carless, 2019).”