Conditions that support effective assessment feedback in higher education

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

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review

Abstract

Feedback practices represent a significant investment in resources and emotion for educators and students. While there are pockets of excellence, research continues to highlight that feedback practices cannot be simply parachuted from one context to another and be expected to work just as effectively. This paper presents twelve underlying conditions that support effective feedback, and has stemmed from an extensive 18-month Australian government funded project. This large scale mixed-method project was innovative by adopting a socioecological perspective, seeking the broader contextual and historical factors that shaped, supported and inhibited effective feedback. Phase 1 involved a large scale survey (n = 4920) and focus groups (n=43) with staff and students from two Australian universities to identify effective practices. Phase 2 explored seven case studies of effective feedback from Phase 1 data, and involved interviews with 34 staff and students. Phase 3 involved the iterative development of the framework of effective feedback. This framework was further honed through workshops with 295 academic staff and roundtables with 66 senior university leaders at seven Australian universities. Phase 4 involved a survey of academic staff and senior leaders (n = 250) from 39 Australian universities, in which the twelve conditions were evaluated. The final conditions reported in this paper provide institutions, leaders, and educators with innovative and empirically grounded guidance regarding how to enhance capacity for feedback, improve feedback designs, and foster effective feedback cultures.
Original languageEnglish
Title of host publicationResearch and Development in Higher Education
Subtitle of host publication(Re)Valuing Higher Education
EditorsDale Wache, Don Houston
Place of PublicationHammondville NSW Australia
PublisherHigher Education Research and Development Society of Australasia
Pages92-101
Number of pages10
Volume41
ISBN (Print)9780908557967
Publication statusPublished - 2018
EventHigher Education Research and Development Society of Australasia Annual Conference 2018: (Re)Valuing Higher Education - Adelaide Convention Centre, Adelaide, Australia
Duration: 2 Jul 20185 Jul 2018
Conference number: 41st
http://herdsa2018.aomevents.com.au/

Conference

ConferenceHigher Education Research and Development Society of Australasia Annual Conference 2018
Abbreviated titleHERDSA 2018
CountryAustralia
CityAdelaide
Period2/07/185/07/18
Internet address

Keywords

  • assessment feedback
  • effective feedback practices
  • higher education

Cite this

Henderson, M., Ryan, T., Phillips, M., Boud, D., Dawson, P., Molloy, E., & Mahoney, P. (2018). Conditions that support effective assessment feedback in higher education. In D. Wache, & D. Houston (Eds.), Research and Development in Higher Education: (Re)Valuing Higher Education (Vol. 41, pp. 92-101). Hammondville NSW Australia: Higher Education Research and Development Society of Australasia.
Henderson, Michael ; Ryan, Tracii ; Phillips, Michael ; Boud, David ; Dawson, Phillip ; Molloy, Elizabeth ; Mahoney, Paige. / Conditions that support effective assessment feedback in higher education. Research and Development in Higher Education: (Re)Valuing Higher Education. editor / Dale Wache ; Don Houston. Vol. 41 Hammondville NSW Australia : Higher Education Research and Development Society of Australasia, 2018. pp. 92-101
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abstract = "Feedback practices represent a significant investment in resources and emotion for educators and students. While there are pockets of excellence, research continues to highlight that feedback practices cannot be simply parachuted from one context to another and be expected to work just as effectively. This paper presents twelve underlying conditions that support effective feedback, and has stemmed from an extensive 18-month Australian government funded project. This large scale mixed-method project was innovative by adopting a socioecological perspective, seeking the broader contextual and historical factors that shaped, supported and inhibited effective feedback. Phase 1 involved a large scale survey (n = 4920) and focus groups (n=43) with staff and students from two Australian universities to identify effective practices. Phase 2 explored seven case studies of effective feedback from Phase 1 data, and involved interviews with 34 staff and students. Phase 3 involved the iterative development of the framework of effective feedback. This framework was further honed through workshops with 295 academic staff and roundtables with 66 senior university leaders at seven Australian universities. Phase 4 involved a survey of academic staff and senior leaders (n = 250) from 39 Australian universities, in which the twelve conditions were evaluated. The final conditions reported in this paper provide institutions, leaders, and educators with innovative and empirically grounded guidance regarding how to enhance capacity for feedback, improve feedback designs, and foster effective feedback cultures.",
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Henderson, M, Ryan, T, Phillips, M, Boud, D, Dawson, P, Molloy, E & Mahoney, P 2018, Conditions that support effective assessment feedback in higher education. in D Wache & D Houston (eds), Research and Development in Higher Education: (Re)Valuing Higher Education. vol. 41, Higher Education Research and Development Society of Australasia, Hammondville NSW Australia, pp. 92-101, Higher Education Research and Development Society of Australasia Annual Conference 2018, Adelaide, Australia, 2/07/18.

Conditions that support effective assessment feedback in higher education. / Henderson, Michael; Ryan, Tracii; Phillips, Michael; Boud, David; Dawson, Phillip; Molloy, Elizabeth; Mahoney, Paige.

Research and Development in Higher Education: (Re)Valuing Higher Education. ed. / Dale Wache; Don Houston. Vol. 41 Hammondville NSW Australia : Higher Education Research and Development Society of Australasia, 2018. p. 92-101.

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review

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N2 - Feedback practices represent a significant investment in resources and emotion for educators and students. While there are pockets of excellence, research continues to highlight that feedback practices cannot be simply parachuted from one context to another and be expected to work just as effectively. This paper presents twelve underlying conditions that support effective feedback, and has stemmed from an extensive 18-month Australian government funded project. This large scale mixed-method project was innovative by adopting a socioecological perspective, seeking the broader contextual and historical factors that shaped, supported and inhibited effective feedback. Phase 1 involved a large scale survey (n = 4920) and focus groups (n=43) with staff and students from two Australian universities to identify effective practices. Phase 2 explored seven case studies of effective feedback from Phase 1 data, and involved interviews with 34 staff and students. Phase 3 involved the iterative development of the framework of effective feedback. This framework was further honed through workshops with 295 academic staff and roundtables with 66 senior university leaders at seven Australian universities. Phase 4 involved a survey of academic staff and senior leaders (n = 250) from 39 Australian universities, in which the twelve conditions were evaluated. The final conditions reported in this paper provide institutions, leaders, and educators with innovative and empirically grounded guidance regarding how to enhance capacity for feedback, improve feedback designs, and foster effective feedback cultures.

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Henderson M, Ryan T, Phillips M, Boud D, Dawson P, Molloy E et al. Conditions that support effective assessment feedback in higher education. In Wache D, Houston D, editors, Research and Development in Higher Education: (Re)Valuing Higher Education. Vol. 41. Hammondville NSW Australia: Higher Education Research and Development Society of Australasia. 2018. p. 92-101