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.
|Title of host publication||The Impact of Feedback in Higher Education|
|Subtitle of host publication||Improving Assessment Outcomes for Learners|
|Editors||Michael Henderson, Rola Ajjawi, David Boud, Elizabeth Molloy|
|Place of Publication||Cham Switzerland|
|Number of pages||20|
|Publication status||Published - 2019|