Decision-making for feedback

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Feedback in Higher and Professional Education, 2013, 1, pp. 202 - 217
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As the earlier chapters have shown, there is now considerable research-based knowledge about feedback for learning in a wide variety of modes and contexts. There are also a vast number of different ways of undertaking feedback that have been used. Many of these authors challenge common taken-for-granted assumptions about what feedback is and how it should be conducted. However, even if the challenge is accepted and Qllr notion of feedback reframed, there is the problem of choice of particular strategies and approaches. On what basis should feedback strategies be selected for any given purpose in any given situation? At what stage is it appropriate that such decisions are made? Who should be involved in them? And, should these decisions change as learners advance along the novice to expert spectrum in their field of study? This chapter brings together the themes of the book to focus on the design and choice of feedback approaches. It seeks to provide a summary resource to aid decision-making. It starts by revie"Wing some of the main messages that have arisen so far and mOves to what needs to be done to establish a program climate conducive to healthy feedback practices and produce a particular feedback episode. Rather than provide a reference-rich account, we have used our o\\tTI judgement about what has been presented earlier to generate key decision po~ts in planning for learning and the issues that need to be considered at each pomt. We do not seek to be prescriptive but to raise questions about what might be considered at each stage of thinking about a program. The chapter ends by reflecting on how organisational and dispositional changes might be made to move from a conventional view of feedback to one that has a serious influence on learning.
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