Feedback: Ensuring that it leads to enhanced learning

Clinical Teacher

Volumn 12, Issue 1, 2015, Pages 3-7

  Boud, David ^a  

^a UNIVERSITY OF TECHNOLOGY SYDNEY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

ADAPTIVE BEHAVIOR; EDUCATION; HUMAN; KNOWLEDGE; LEARNING; MEDICAL PROFESSION; PROCEDURES; TEACHING;

FEEDBACK, PSYCHOLOGICAL; HEALTH OCCUPATIONS; HUMANS; KNOWLEDGE; LEARNING; TEACHING;

EID: 84921512075     PISSN: 17434971     EISSN: 1743498X     Source Type: Journal    
DOI: 10.1111/tct.12345     Document Type: Article

References (10)

1. Boud D, Molloy E. Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education 2013;38:698-712.
2. Sadler DR. Formative assessment and the design of instructional systems. Instructional Science 1989;18:119-144.
3. Boud D, Lawson R, Thompson D. Does student engagement in self-assessment calibrate their judgement over time? Assessment & Evaluation in Higher Education 2013;38:941-956.
4. Nicol D. From monologue to dialogue: improving written feedback in mass higher education. Assessment & Evaluation in Higher Education 2010;35:501-517.
5. Carless D. Trust, distrust and their impact on assessment reform. Assessment & Evaluation in Higher Education 2009;34:79-89.
6. Hattie J, Timperley H. The power of feedback. Review of Educational Research 2008;77:81-112.
7. Shute VJ. Focus on formative feedback. Review of Educational Research 2008;78:153-189.
8. Lempp H, Seale C. The hidden curriculum in undergraduate medical education: qualitative study of medical students' perception of teaching. BMJ 2004;329:770-773.
9. Seabrook MA. Clinical students' initial reports of the educational climate in a single medical school. Med Educ 2004;38:659-669.
10. Jolly B, Boud D. Written feedback: what is it good for and how can we do it well? In Boud D, Molloy E, eds. Feedback in Higher and Professional Education. London: Routledge; 2013; pp. 104-124.