Identifying feedback that has impact

Michael Henderson, Rola Ajjawi, David Boud, Elizabeth Molloy

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

5 Citations (Scopus)

Abstract

This chapter offers new insight regarding the theoretical, methodological and practical concerns relating to feedback in higher education. It begins with the construction of a new definition of feedback. We explain how feedback is a learner-centred process in which impact is a core feature. The chapter then explores the reasons why identifying, let alone measuring, impact is problematic. We briefly revisit the contingent nature of educational research into cause and effect and question the implications for feedback processes that are likely to be experienced by individuals in different ways with different effects over different timescales. It is here we then discuss some ways we conceive the various forms of feedback effect including the intentional and unintentional, immediate and delayed, cognitive, affective, motivational, relational and social.

Original languageEnglish
Title of host publicationThe Impact of Feedback in Higher Education
Subtitle of host publicationImproving Assessment Outcomes for Learners
EditorsMichael Henderson, Rola Ajjawi, David Boud, Elizabeth Molloy
Place of PublicationCham Switzerland
PublisherPalgrave Macmillan
Chapter2
Pages15-34
Number of pages20
Edition1st
ISBN (Electronic)9783030251123
ISBN (Print)9783030251116
DOIs
Publication statusPublished - 2019

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