The Impact of Feedback in Higher Education Improving Assessment Outcomes for Learners /

This book asks how we might conceptualise, design for and evaluate the impact of feedback in higher education. Ultimately, the purpose of feedback is to improve what students can do: therefore, effective feedback must have impact. Students need to be actively engaged in seeking, sense-making and act...

Πλήρης περιγραφή

Λεπτομέρειες βιβλιογραφικής εγγραφής
Συγγραφή απο Οργανισμό/Αρχή: SpringerLink (Online service)
Άλλοι συγγραφείς: Henderson, Michael (Επιμελητής έκδοσης, http://id.loc.gov/vocabulary/relators/edt), Ajjawi, Rola (Επιμελητής έκδοσης, http://id.loc.gov/vocabulary/relators/edt), Boud, David (Επιμελητής έκδοσης, http://id.loc.gov/vocabulary/relators/edt), Molloy, Elizabeth (Επιμελητής έκδοσης, http://id.loc.gov/vocabulary/relators/edt)
Μορφή: Ηλεκτρονική πηγή Ηλ. βιβλίο
Γλώσσα:English
Έκδοση: Cham : Springer International Publishing : Imprint: Palgrave Macmillan, 2019.
Έκδοση:1st ed. 2019.
Θέματα:
Διαθέσιμο Online:Full Text via HEAL-Link
Πίνακας περιεχομένων:
  • Chapter 1. Why focus on feedback impact?; Michael Henderson, Rola Ajjawi, David Boud and Elizabeth Molloy
  • Chapter 2. Identifying feedback that has impact; Michael Henderson, Rola Ajjawi, David Boud and Elizabeth Molloy
  • Chapter 3. Beware the simple impact measure: learning from the parallels with student engagement; Joanna Tai, Phillip Dawson, Margaret Bearman and Rola Ajjawi
  • Chapter 4. Learners' feedback literacy and the longer term: Developing capacity for impact; David Carless
  • Chapter 5. Re-conceptualizing feedback through a sociocultural lens; Rachelle Esterhazy
  • Chapter 6. Attending to emotion in feedback; Elizabeth Molloy, Christy Noble, Rola Ajjawi
  • Chapter 7. Embracing errors for learning: Intrapersonal and interpersonal factors in feedback provision and processing in dyadic interactions; Jochem E.J. Aben, Filitsa Dingyloudi, Anneke C. Timmermans, Jan-Willem Strjibos
  • Chapter 8. Operationalising dialogic feedback to develop students' evaluative judgement and enactment of feedback; Edd Pitt
  • Chapter 9. Turning self-assessment into self-feedback; Ernesto Panadero, Anastasiya Lipnevich and Jaclyn Broadbent
  • Chapter 10. How debriefing can inform feedback: practices that make a difference; Margaret Bearman, Walter Eppich, Debra Nestel
  • Chapter 11. Impact of personalized feedback: The case of coaching and learning change plans; Jocelyn M Lockyer, Heather A Armson, Karen D Könings, Marygrace Zetkulic, Joan Sargeant
  • Chapter 12. Identifying the impact of feedback over time and at scale: Opportunities for learning analytics; Tracii Ryan, Dragan Gašević and Michael Henderson
  • Chapter 13. Facilitating students' use of feedback: Capturing and tracking impact using digital tools; Naomi Winstone
  • Chapter 14. Improving feedback research in naturalistic settings; Rola Ajjawi, David Boud, Michael Henderson, Elizabeth Molloy
  • Chapter 15. Designing feedback for impact; Michael Henderson, Elizabeth Molloy, Rola Ajjawi, David Boud.