Abstract
| Original language | English |
|---|---|
| Number of pages | 16 |
| Journal | Higher Education Research and Development |
| DOIs | |
| Publication status | Accepted/In press - 2019 |
Keywords
- Feedback
- assessment feedback
- feedback designs
- feedback capacity
- feedback culture
Cite this
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Conditions that enable effective feedback. / Henderson, Michael; Phillips, Michael; Ryan, Tracii; Boud, David; Dawson, Phillip; Molloy, Elizabeth; Mahoney, Paige.
In: Higher Education Research and Development, 2019.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Conditions that enable effective feedback
AU - Henderson, Michael
AU - Phillips, Michael
AU - Ryan, Tracii
AU - Boud, David
AU - Dawson, Phillip
AU - Molloy, Elizabeth
AU - Mahoney, Paige
PY - 2019
Y1 - 2019
N2 - Despite an increasing focus on assessment feedback, educators continue to find that simply replicating an effective feedback practice from one context does not guarantee success in the next. There is a growing recognition that the contextual factors surrounding successful practices need to be considered. This article reports on a large-scale mixed methods project and proposes 12 conditions that enable successful feedback in higher education. The conditions were distilled from seven rich case studies through multiple stages of thematic analysis, case comparison and reliability checking. The conditions were also evaluated by surveying senior leaders of Australian universities. These conditions highlight the importance of carefully designing feedback processes, along with the need for addressing capacity and culture for feedback. This helps to explain why there are such variances in effective feedback across contexts, and offers insight into how it may be achieved.
AB - Despite an increasing focus on assessment feedback, educators continue to find that simply replicating an effective feedback practice from one context does not guarantee success in the next. There is a growing recognition that the contextual factors surrounding successful practices need to be considered. This article reports on a large-scale mixed methods project and proposes 12 conditions that enable successful feedback in higher education. The conditions were distilled from seven rich case studies through multiple stages of thematic analysis, case comparison and reliability checking. The conditions were also evaluated by surveying senior leaders of Australian universities. These conditions highlight the importance of carefully designing feedback processes, along with the need for addressing capacity and culture for feedback. This helps to explain why there are such variances in effective feedback across contexts, and offers insight into how it may be achieved.
KW - Feedback
KW - assessment feedback
KW - feedback designs
KW - feedback capacity
KW - feedback culture
U2 - 10.1080/07294360.2019.1657807
DO - 10.1080/07294360.2019.1657807
M3 - Article
JO - Higher Education Research and Development
JF - Higher Education Research and Development
SN - 0729-4360
ER -