Moving feedback forward: theory to practice
ORSMOND, Paul and Maw, Stephen J. and Park, Julian R. and Gomez, Stephen and Crook, Anne C. (2013) Moving feedback forward: theory to practice. Assessment & Evaluation in Higher Education, 38 (2). pp. 240-252. ISSN 0260-2938Full text not available from this repository. (Request a copy)
Abstract or description
There is substantial research interest in tutor feedback and students’ perception and use of such feedback. This paper considers some of the major issues raised in relation to tutor feedback and student learning. We explore some of the current feedback drivers, most notably the need for feedback to move away from simply a monologue from a tutor to a student to a valuable tutor–student dialogue.
In relation to moving feedback forward the notions of self regulation, dialogue and social learning are explored and then considered in relation to how such theory can translate into practice. The paper proposes a framework(GOALS) as a tool through which tutors can move theory into practice with the aim of improving student learning from feedback.
Keywords: feedback; dialogue; practice; self regulation; learning
|Subjects:||X300 Academic studies in Education|
|Faculty:||Faculty of Computing, Engineering and Sciences > Sciences|
|Depositing User:||Paul ORSMOND|
|Date Deposited:||23 Jan 2013 17:14|
|Last Modified:||01 Oct 2013 16:11|
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