A scholarly approach to solving the feedback dilemma in practice

By Berry M. O’Donovan, C. Rust, M. Price. 2016

129 citations recorded by the source corpus.

It is clear from the literature that feedback is potentially the most powerful and potent part of the assessment cycle when it comes to improving further student learning. However, for some time, there has been a growing amount of research evidence that much feedback practice does not fulfil this potential to influence future student learning because it fails in a host of different ways. This dilemma of the disjuncture between theory and practice has been increasingly highlighted by the UK National Student Survey results. This paper uses a model of the assessment process cycle to frame understandings drawn from the literature, and argues that the problem with much current practice resides largely in a failure to effectively engage students with feedback. The paper goes on to explore how best to effectively engage students with assessment feedback, with evidenced examples of feedback strategies that have successfully overcome this problem.

Subfields: Education, Management of Technology and Innovation

View Paper: https://www.semanticscholar.org/paper/3dad39b4dabbb036902f5293b2ee82874ae6c734

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In Education

In Management of Technology and Innovation

D. Carless

Citations in the corpus

Teacher feedback literacy and its interplay with student feedback literacy (2020, unknown): “Social constructivist feedback research and practice takes the perspective that shared and individual interpretations are developed through dialogue, sense-making and co-construction (Price et al. 2011; O’Donovan, Rust and Price 2016).”
The development of student feedback literacy: enabling uptake of feedback (2018, unknown): “In subsequent work, students can be prompted or required to show how they have used previous comments as part of closing feedback loops (O’Donovan, Rust, and Price 2016).”
Quality of Feedback in Higher Education: A Review of Literature (2020, background): “O’Donovan, Rust and Price [38] noted a failure between theory and practice for the effectiveness of feedback.”
‘Only true friends could be cruelly honest’: cognitive scaffolding and social-affective support in teacher feedback literacy (2017, background): “…related to feedback literacy mainly focuses on students (Sutton 2012); teacher feedback literacy has not been researched in much detail, although it is generally acknowledged to be part of teacher assessment literacy (Xu and Brown 2016) and in short supply (O’Donovan, rust, and Price 2016).”
A collaborative learning approach to dialogic peer feedback: a theoretical framework (2020, background): “The most recent theoretical models and frameworks have investigated dialogue as part of the feedback practice (Orsmond et al. 2013; O ’ Donovan, Rust, and Price 2016).”