Identifying Feedback That Has Impact

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

Identifying Feedback That Has Impact

Henderson, M

Ajjawi, R

Boud, D

Molloy, E

Permalink

Publisher:: Springer International Publishing
Publication Type:: Chapter
Citation:: The Impact of Feedback in Higher Education, 2019, pp. 15 - 34
Issue Date:: 2019

Closed Access

	Filename	Description	Size
	Chapter - identifying feedback that has impact - the impact of feedback.pdf	Published version	194.58 kB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Henderson, M https://orcid.org/0000-0002-6389-8300	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.contributor.author	Molloy, E https://orcid.org/0000-0001-9457-9348	en_US
dc.date.issued	2019	en_US
dc.identifier.citation	The Impact of Feedback in Higher Education, 2019, pp. 15 - 34	en_US
dc.identifier.isbn	9783030251116	en_US
dc.identifier.uri	http://hdl.handle.net/10453/138661
dc.description.abstract	This chapter offers new insight regarding the theoretical, methodological and practical concerns relating to feedback in higher education. It begins with the construction of a new definition of feedback. We explain how feedback is a learner-centred process in which impact is a core feature. The chapter then explores the reasons why identifying, let alone measuring, impact is problematic. We briefly revisit the contingent nature of educational research into cause and effect and question the implications for feedback processes that are likely to be experienced by individuals in different ways with different effects over different timescales. It is here we then discuss some ways we conceive the various forms of feedback effect including the intentional and unintentional, immediate and delayed, cognitive, affective, motivational, relational and social.	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_2	en_US
dc.title	Identifying Feedback That Has Impact	en_US
dc.type	Chapter
utslib.location	Germany	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	Germany	en_US
pubs.publication-status	Published	en_US

Abstract:

This chapter offers new insight regarding the theoretical, methodological and practical concerns relating to feedback in higher education. It begins with the construction of a new definition of feedback. We explain how feedback is a learner-centred process in which impact is a core feature. The chapter then explores the reasons why identifying, let alone measuring, impact is problematic. We briefly revisit the contingent nature of educational research into cause and effect and question the implications for feedback processes that are likely to be experienced by individuals in different ways with different effects over different timescales. It is here we then discuss some ways we conceive the various forms of feedback effect including the intentional and unintentional, immediate and delayed, cognitive, affective, motivational, relational and social.

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

http://hdl.handle.net/10453/138661