Conditions that enable effective feedback

Michael Henderson, Michael Phillips, Tracii Ryan, David Boud, Phillip Dawson, Elizabeth Molloy, Paige Mahoney

Research output: Contribution to journalArticleResearchpeer-review

Abstract

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.
Original languageEnglish
Number of pages16
JournalHigher Education Research and Development
DOIs
Publication statusAccepted/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 journalArticleResearchpeer-review

TY - JOUR

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AU - Henderson, Michael

AU - Phillips, Michael

AU - Ryan, Tracii

AU - Boud, David

AU - Dawson, Phillip

AU - Molloy, Elizabeth

AU - Mahoney, Paige

PY - 2019

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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

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