Decision-making for feedback

Boud, DJ; Molloy, E

Decision-making for feedback

Boud, DJ

Molloy, E

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Publisher:: Routledge
Publication Type:: Chapter
Citation:: Feedback in Higher and Professional Education, 2013, 1, pp. 202 - 217
Issue Date:: 2013-01

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Field	Value	Language
dc.contributor.author	Boud, DJ https://orcid.org/0000-0002-6883-2722	en_US
dc.contributor.author	Molloy, E	en_US
dc.contributor.editor	Boud, D	en_US
dc.contributor.editor	Molloy, E	en_US
dc.date.issued	2013-01	en_US
dc.identifier.citation	Feedback in Higher and Professional Education, 2013, 1, pp. 202 - 217	en_US
dc.identifier.isbn	9780415692281	en_US
dc.identifier.uri	http://hdl.handle.net/10453/27683
dc.description.abstract	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.	en_US
dc.publisher	Routledge	en_US
dc.relation.ispartof	Feedback in Higher and Professional Education	en_US
dc.title	Decision-making for feedback	en_US
dc.type	Chapter
utslib.location	Oxon	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.citation.edition	1	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	true	en_US
pubs.edition	1	en_US
pubs.place-of-publication	Oxon	en_US

Abstract:

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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http://hdl.handle.net/10453/27683