Contextual influences on feedback practices: An ecological perspective

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Abstract

Critique has been levelled at the use of models for feedback practises that ignore context in health professions education. Models such as the 'feedback sandwich' are often adopted as rules to be followed regardless of the situation. In this chapter, we utilise an updated version of the Bronfenbrenner ecological framework of human development to unpack contextual influences on feedback practices at different levels. The framework seeks to integrate and conceptualise the environment and other influences on behaviour. The implication of the interplay of these networked systems on feedback practices and consequences for learners is that a one-size feedback intervention is not suitable for all situations. Promoting feedback by design involves taking context into account for each of the systems. A step forward in terms of scaling up effective feedback practices would be through using this contextual mapping to improve feedback literacy of students and staff. On the basis of our mapping, we highlight the usefulness of ecological models for research and practice in assessment for learning in higher education and propose recommendations for future research.
Original languageEnglish
Title of host publicationScaling up assessment for learning in higher education
EditorsDavid Carless, Susan M. Bridges, Cecilia Ka Yuk Chan, Rick Glofcheski
Place of PublicationSingapore
PublisherSpringer
Pages129-143
Number of pages15
Volume5
ISBN (Electronic)9789811030451
ISBN (Print)9789811030437
DOIs
Publication statusPublished - 2017

Publication series

NameThe enabling power of assessment
PublisherSpringer Nature Singapore Pte Ltd.
Volume5
ISSN (Print)2198-2643
ISSN (Electronic)2198-2651

Cite this

Ajjawi, R., Molloy, E., Bearman, M., & Rees, C. E. (2017). Contextual influences on feedback practices: An ecological perspective. In D. Carless, S. M. Bridges, C. K. Y. Chan, & R. Glofcheski (Eds.), Scaling up assessment for learning in higher education (Vol. 5, pp. 129-143). (The enabling power of assessment; Vol. 5). Springer. https://doi.org/10.1007/978-981-10-3045-1_9