Designing Feedback for Impact

Henderson, M; Molloy, E; Ajjawi, R; Boud, D

Designing Feedback for Impact

Henderson, M

Molloy, E

Ajjawi, R

Boud, D

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Publisher:: Springer International Publishing
Publication Type:: Chapter
Citation:: The Impact of Feedback in Higher Education, 2019, pp. 267 - 285
Issue Date:: 2019

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Field	Value	Language
dc.contributor.author	Henderson, M https://orcid.org/0000-0002-6389-8300	en_US
dc.contributor.author	Molloy, E https://orcid.org/0000-0001-9457-9348	en_US
dc.contributor.author	Ajjawi, R https://orcid.org/0000-0003-0651-3870	en_US
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722	en_US
dc.date.issued	2019	en_US
dc.identifier.citation	The Impact of Feedback in Higher Education, 2019, pp. 267 - 285	en_US
dc.identifier.isbn	9783030251116	en_US
dc.identifier.uri	http://hdl.handle.net/10453/138658
dc.description.abstract	This chapter focuses on influences, affordances and challenges for teachers in designing for (and identifying) feedback impact. We propose four key questions that need to be asked: Do learners know the purpose of feedback and their role(s) in it? Can learners make sense of the information? Can learners take action? What effects should we be looking for? We then explore strategies that have been shown to be valuable in designing feedback that makes a difference. These are organised according to three important considerations: creating opportunities for effective feedback; developing learner and teacher capacities; and looking for effects. We finish the chapter by taking a step back and considering the implications at the programme and institutional levels in cultivating feedback that makes a difference.	en_US
dc.publisher	Springer International Publishing	en_US
dc.relation.ispartof	The Impact of Feedback in Higher Education	en_US
dc.relation.isbasedon	10.1007/978-3-030-25112-3_15	en_US
dc.title	Designing Feedback for Impact	en_US
dc.type	Chapter
utslib.location	UK	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	closed_access
pubs.consider-herdc	false	en_US
pubs.place-of-publication	UK	en_US
pubs.publication-status	Published	en_US

Abstract:

This chapter focuses on influences, affordances and challenges for teachers in designing for (and identifying) feedback impact. We propose four key questions that need to be asked: Do learners know the purpose of feedback and their role(s) in it? Can learners make sense of the information? Can learners take action? What effects should we be looking for? We then explore strategies that have been shown to be valuable in designing feedback that makes a difference. These are organised according to three important considerations: creating opportunities for effective feedback; developing learner and teacher capacities; and looking for effects. We finish the chapter by taking a step back and considering the implications at the programme and institutional levels in cultivating feedback that makes a difference.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/138658