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Feedback in higher and professional education : understanding it and doing it well / edited by David Boud and Elizabeth Molloy.

Contributor(s): Boud, David [editor.] | Molloy, Elizabeth [editor.].
Material type: materialTypeLabelBookPublisher: London ; New York : Routledge, 2013Copyright date: ©2013Description: ix, 229 pages : illiustrations ; 25 cm.Content type: text Media type: unmediated Carrier type: volumeISBN: 9780415692298 (paperback).Subject(s): Communication in education | Motivation in education | Feedback (Psychology) | Education, Higher | Professional educationDDC classification: 371.102
Contents:
What is the problem with feedback? ; Changing conceptions of feedback / David Boud and Elizabeth Molloy -- Resituating feedback from the reactive to the proactive / David Nicol -- The impact of emotions in feedback / Elizabeth Molloy, Frances Borrell-Carrio and Ron Epstein -- Socio-cultural considerations in feedback / Andrea Paul, Kara Gilbert and Louisa Remedios -- Trust and its role in facilating dialogic feedback / David Carless -- Written feedback: what is it good for and how can we do it well? / Brian Jolly and David Boud -- Feedback in the digital environment / Brett Williams, Ted Brown and Robyn Benson -- Feedback in clinical procedural skills simulations / Debra Nestel, Fernando Bello and Roger Kneebone -- Implementing multisource feedback / Jocelyn Lockyer and Joan Sargeant -- The role of peers in feedback processes / Richard K. Ladyshewsky -- Utilising the voice of others: the example of consumer-delivered feedback / Lisa McKenna and Fiona Kent -- Decision-making for feedback / David Boud and Elizabeth Molloy.
Summary: Learners complain that they do not get enough feedback, and educators resent that although they put considerable time into generating feedback, students take little notice of it. Both parties agree that it is very important. Feedback in Higher and Professional Education explores what needs to be done to make feedback more effective. It examines the problem of feedback and suggests that there is a lack of clarity and shared meaning about what it is and what constitutes doing it well. It argues that new ways of thinking about feedback are needed. There has been considerable development in research on feedback in recent years, but surprisingly little awareness of what needs to be done to improve it and good ideas are not translated into action. The book provides a multi-disciplinary and international account of the role of feedback in higher and professional education. It challenges three conventional assumptions about feedback in learning: - That feedback constitutes one-way flow of information from a knowledgeable person to a less knowledgeable person. - That the job of feedback is complete with the imparting of performance-related information. - That a generic model of best-practice feedback can be applied to all learners and all learning situations-- Provided by publisher.
Holdings
Item type Current library Call number Copy number Status Barcode
General lending MTU Bishopstown Library Lending 371.102 (Browse shelf(Opens below)) 1 Available 00161511
General lending MTU Bishopstown Library Lending 371.102 (Browse shelf(Opens below)) 1 Available 00161512
Total holds: 0

Enhanced descriptions from Syndetics:

Learners complain that they do not get enough feedback, and educators resent that although they put considerable time into generating feedback, students take little notice of it. Both parties agree that it is very important.

Feedback in Higher and Professional Education explores what needs to be done to make feedback more effective. It examines the problem of feedback and suggests that there is a lack of clarity and shared meaning about what it is and what constitutes doing it well. It argues that new ways of thinking about feedback are needed.

There has been considerable development in research on feedback in recent years, but surprisingly little awareness of what needs to be done to improve it and good ideas are not translated into action. The book provides a multi-disciplinary and international account of the role of feedback in higher and professional education. It challenges three conventional assumptions about feedback in learning:

That feedback constitutes one-way flow of information from a knowledgeable person to a less knowledgeable person. That the job of feedback is complete with the imparting of performance-related information. That a generic model of best-practice feedback can be applied to all learners and all learning situations

It seeking a new approach to feedback, it proposes that it is necessary to recognise that learners need to be much more actively involved in seeking, generating and using feedback. Rather than it being something they are subjected to, it must be an activity that they drive.

Includes bibliographical references and index.

What is the problem with feedback? ; Changing conceptions of feedback / David Boud and Elizabeth Molloy -- Resituating feedback from the reactive to the proactive / David Nicol -- The impact of emotions in feedback / Elizabeth Molloy, Frances Borrell-Carrio and Ron Epstein -- Socio-cultural considerations in feedback / Andrea Paul, Kara Gilbert and Louisa Remedios -- Trust and its role in facilating dialogic feedback / David Carless -- Written feedback: what is it good for and how can we do it well? / Brian Jolly and David Boud -- Feedback in the digital environment / Brett Williams, Ted Brown and Robyn Benson -- Feedback in clinical procedural skills simulations / Debra Nestel, Fernando Bello and Roger Kneebone -- Implementing multisource feedback / Jocelyn Lockyer and Joan Sargeant -- The role of peers in feedback processes / Richard K. Ladyshewsky -- Utilising the voice of others: the example of consumer-delivered feedback / Lisa McKenna and Fiona Kent -- Decision-making for feedback / David Boud and Elizabeth Molloy.

Learners complain that they do not get enough feedback, and educators resent that although they put considerable time into generating feedback, students take little notice of it. Both parties agree that it is very important. Feedback in Higher and Professional Education explores what needs to be done to make feedback more effective. It examines the problem of feedback and suggests that there is a lack of clarity and shared meaning about what it is and what constitutes doing it well. It argues that new ways of thinking about feedback are needed. There has been considerable development in research on feedback in recent years, but surprisingly little awareness of what needs to be done to improve it and good ideas are not translated into action. The book provides a multi-disciplinary and international account of the role of feedback in higher and professional education. It challenges three conventional assumptions about feedback in learning: - That feedback constitutes one-way flow of information from a knowledgeable person to a less knowledgeable person. - That the job of feedback is complete with the imparting of performance-related information. - That a generic model of best-practice feedback can be applied to all learners and all learning situations-- Provided by publisher.

Table of contents provided by Syndetics

  • Acknowledgements (p. vii)
  • Contributors (p. viii)
  • 1 What is the problem with feedback? (p. 1)
  • 2 Changing conceptions of feedback (p. 11)
  • 3 Resituating feedback from the reactive to the proactive (p. 34)
  • 4 The impact of emotions in feedback (p. 50)
  • 5 Socio-Cultural considerations in feedback (p. 72)
  • 6 Trust and its role in facilitating dialogic feedback (p. 90)
  • 7 Written feedback What is it good for and how can we do it well? (p. 104)
  • 8 Feedback in the digital environment (p. 125)
  • 9 Feedback in clinical procedural skills simulations (p. 140)
  • 10 Implementing multisource feedback (p. 158)
  • 11 The role of peers in feedback processes (p. 174)
  • 12 Utilising the voice of others The example of consumer-delivered feedback (p. 190)
  • 13 Decision-making for feedback (p. 202)
  • Index (p. 219)

Author notes provided by Syndetics

David Boud is Professor of Adult Education in the Faculty of Arts and Social Sciences at the University of Technology, Sydney, Australia.
Elizabeth Molloy is an Associate Professor in the Health Professions Education and Educational Research Unit the Faculty of Medicine, Nursing and Health Sciences at Monash University, Melbourne, Australia.