Improving feedback research in naturalistic settings

Rola Ajjawi, David Boud, Michael Henderson, Elizabeth Molloy

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Abstract

This chapter discusses researching feedback inputs and processes to examine effects. Specifically, we promote a research agenda that contributes an understanding of how feedback works, for particular learners, in particular circumstances through research designs that take account of theory, occur in naturalistic settings and focus on students’ sense-making and actions. We draw attention to categories of research on effects of feedback: a) task-related performance/work; b) meta-learning processes such as self-regulation; and c) identity effects such as orienting students to the professionals they wish to become. We also discuss the difficulties in eliciting effects, attributing effects to particular feedback practices and the importance of exploring how effects are achieved and at what points in time, rather than simply looking for outcomes.

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
Chapter14
Pages245-265
Number of pages21
Edition1st
ISBN (Electronic)9783030251123
ISBN (Print)9783030251116
DOIs
Publication statusPublished - 2019

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