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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