Review of Feedback in Higher and Professional Education: Understanding it and doing it well.
By L. Carey. All Ireland Journal of Higher Education, 2013
357 citations recorded by the source corpus.
This useful book is a compilation of relatively short but well referenced articles on different aspects of feedback in higher and professional education. The book has a strongly international feel with contributors from a number of countries, in particular Australia and Canada, most of whom are from a Medical or Medical Educational background, with some notable contributors from Education. The book covers theoretical and practical issues and provides an interesting and fresh take on a subject which has become high on the agenda of many HEIs recently.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/362583c07b97c76fdf7b4493c411e646ad0875e6
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In Education
Citations in the corpus
- ‘Ignoring me is part of learning’: Supervisory feedback on doctoral writing (2017, unknown): “…essential supervisory responsibility, yet our supervisor participants felt that it often challenges the writer emotionally and portrays the feedback provider as the bearer of bad news. receiving feedback is ‘an inherently emotional business’ (Boud & molloy, 2013) and emotions can hinder learning.”
- Student wellbeing and assessment in higher education: the balancing act (2020, background): “Giving feedback versus receiving criticism The provision of appropriate feedback on assessments has been widely identified as a hallmark of good pedagogic practice, although its focus and purpose may vary (Boud and Molloy 2013; Mulliner and Tucker 2017).”
- Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2017, background): “Indeed, although the term “feedback” is commonly used in a way that connotes passivity (Ball, 2010; Boud & Molloy, 2013a, 2013b; Parboteeah & Anwar, 2009), researchers increasingly acknowledge that “if information is simply stored in memory and never used, it is not feedback” (Orsmond, Merry, &…”