Designing feedback for impact

The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners

Volumn , Issue , 2019, Pages 267-285

  Henderson, Michael ^a   Molloy, Elizabeth ^b   Ajjawi, Rola ^c   Boud, David ^c,d,e  

^a MONASH UNIVERSITY   (Australia)

^b UNIVERSITY OF MELBOURNE   (Australia)

^c DEAKIN UNIVERSITY   (Australia)

^d UNIVERSITY OF TECHNOLOGY SYDNEY   (Australia)

^e MIDDLESEX UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85086218756     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-3-030-25112-3_15     Document Type: Chapter

References (21)

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2. Barton, K., Schofield, S., McALeer, S., & Ajjawi, R. (2016). Translating evidence-based guidelines to improve feedback practices: The interACT case study. BMC Medical Education, 16(53), 1-12. https://doi.org/10.1186/s12909-016-0562-z.
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11. Esterhazy, R., & Damsa, C. (2019). Unpacking the feedback process: An analysis of undergraduate students’ interactional meaning-making of feedback comments. Studies in Higher Education, 44(2), 260-274. https://doi.org/10.1080/03075079.2017.1359249.
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19. Rowe, A. D. (2017). Feelings about feedback: The role of emotions in assessment for learning. In D. Carless, S. M. Bridges, C. K. Y. Chan, & R. Glofcheski (Eds.), Scaling up assessment for learning in higher education (pp. 159-172). Singapore: Springer.
20. Rust, C. (2002). The impact of assessment on student learning: How can the research literature practically help to inform the development of departmental assessment strategies and learner-centred assessment practices? Active Learning in Higher Education, 3(2), 145-158.
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