Developing sustainable feedback practices

By D. Carless, D. Salter, Min Yang, Joy Lam. 2011

776 citations recorded by the source corpus.

Feedback is central to the development of student learning, but within the constraints of modularized learning in higher education it is increasingly difficult to handle effectively. This article makes a case for sustainable feedback as a contribution to the reconceptualization of feedback processes. The data derive from the Student Assessment and Feedback Enhancement project, involving in‐depth semi‐structured interviews with a purposive sample of award‐winning teachers. The findings focus on those reported practices consistent with a framework for sustainable feedback, and particularly highlight the importance of student self‐regulation. The article concludes by setting out some possibilities and challenges for staff and student uptake of sustainable feedback.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/828bcd67189761b57122b975c6590d7d6ca1a4a3

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In Education

Citations in the corpus

Rethinking feedback practices in higher education: a peer review perspective (2014, neutral): “Most researchers are now in agreement that, if students are to learn from feedback, they must have opportunities to construct their own meaning from the received message: they must do something with it, analyse it, ask questions about it, discuss it with others and connect it with prior knowledge (N”
A collaborative learning approach to dialogic peer feedback: a theoretical framework (2020, methodology): “This re-conceptualization of feedback within the socio-constructivist theory of learning has guided recent research (Nicol 2010; Carless et al. 2011).”
A scholarly approach to solving the feedback dilemma in practice (2016, background): “can engage students in dialogue and thereby develop self-evaluation and self-regulatory practices (Carless et al. 2011).”
What makes for effective feedback: staff and student perspectives (2019, methodology): “Sophisticated feedback models like sustainable feedback (Carless et al. 2011) or Feedback Mark 2 (Boud Table 5.”
Moving feedback forward: theory to practice (2013, background): “Cartney (2010) discussed how peer-assessment helps students become more familiar with assessment standards.”
Future Directions in Feedback on Second Language Writing: Overview and Research Agenda (2010, background): “Carless et al. (2010) have argued that ‘sustainable’ feedback practices designed to move students towards the development of self-regulation are needed and that these should be dialogic and multiple sourced and involve more technology-based advancement.”
Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2017, background): “Unless learners are motivated and equipped to use feedback productively, they may have limited potential to occupy a central role in the feedback process (Carless et al., 2011).”
The feedback triangle and the enhancement of dialogic feedback processes (2013, background): “A promising development elaborated in recent literature (Beaumont, O’Doherty, and Shannon 2011; Carless et al. 2011; Nicol 2010; Price, Handley, and Millar 2011), and underpinning the current paper, is the notion of dialogic approaches to feedback.”
Making productive use of exemplars: Peer discussion and teacher guidance for positive transfer of strategies (2016, methodology): “Based on the collected data, she carried out reflection-on-practice guided by a strengths-based reflective framework (Ghaye 2011).”
Assessment in higher education: drivers, barriers and directions for change in the UK (2016, background): “2008), dialogic feedback (Nicol 2010; Carless et al. 2011), developing”
Exploring learning-oriented assessment processes (2014, methodology): “I began the research process by carrying out an exploratory case study of an awardwinning teacher from the Faculty of Business whose participation in a previous interview study (Carless et al. 2011) had evidenced innovative practices relevant to the research focus.”
Perceptions of effectiveness, fairness and feedback of assessment methods: a study in higher education (2015, background): “Feedback is thus understood as a key element of student learning process and student self-regulation (Carless 2006; Carless et al. 2011; Nicol and MacfarlaneDick 2006).”
Review of assessment feedback (2014, background): “A recent study conducted by Carless et al. (2011) explored effective feedback practice using interviews with 10 teachers rated as excellent across 10 departments of a Hong Kong university.”
Mind the gap! Students’ use of exemplars and detailed rubrics as formative assessment (2014, background): “In an extensive meta-analysis of the research on assessment feedback in higher education, Evans (2013) points out the critical importance of how feedback is received by the learner, how it is used by learners, and the incredible demands that the provision of feedback can put on instructors.”