Learners complain that they do not get enough feedback, and
educators resent that although they put considerable time into
generating feedback, students take little notice of it. Both
parties agree that it is very important. Feedback in Higher and
Professional Education explores what needs to be done to make
feedback more effective. It examines the problem of feedback and
suggests that there is a lack of clarity and shared meaning about
what it is and what constitutes doing it well. It argues that new
ways of thinking about feedback are needed. There has been
considerable development in research on feedback in recent years,
but surprisingly little awareness of what needs to be done to
improve it and good ideas are not translated into action. The book
provides a multi-disciplinary and international account of the role
of feedback in higher and professional education. It challenges
three conventional assumptions about feedback in learning: That
feedback constitutes one-way flow of information from a
knowledgeable person to a less knowledgeable person. That the job
of feedback is complete with the imparting of performance-related
information. That a generic model of best-practice feedback can be
applied to all learners and all learning situations It seeking a
new approach to feedback, it proposes that it is necessary to
recognise that learners need to be much more actively involved in
seeking, generating and using feedback. Rather than it being
something they are subjected to, it must be an activity that they
drive.
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