Rethinking models of feedback for learning: the challenge of design

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Abstract

Student feedback is a contentious and confusing issue throughout higher education institutions. This paper develops and analyses two models of feedback: the first is based on the origins of the term in the disciplines of engineering and biology. It positions teachers as the drivers of feedback. The second draws on ideas of sustainable assessment. This positions learners as having a key role in driving learning, and thus generating and soliciting their own feedback
Original languageEnglish
Pages (from-to)698 - 712
Number of pages15
JournalAssessment & Evaluation in Higher Education
Volume38
Issue number6
DOIs
Publication statusPublished - 2013

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