Beyond Feedback: Developing Student Capability in Complex Appraisal

Autor/in	Sadler, D. Royce
Titel	Beyond Feedback: Developing Student Capability in Complex Appraisal
Quelle	In: Assessment & Evaluation in Higher Education, 35 (2010) 5, S.535-550 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
Schlagwörter	Feedback (Response); Fundamental Concepts; Evaluation Methods; Evaluation Research; Formative Evaluation; Evaluation Criteria; Task Analysis; Educational Quality; Educational Practices; Educational Strategies; Aptitude Treatment Interaction; Learner Engagement + Suchen Sie Ihr Suchwort? Grundlagenplan; Konzept; Evaluationsforschung; Aufgabenanalyse; Quality of education; Bildungsqualität; Bildungspraxis; Lehrstrategie
Abstract	Giving students detailed feedback about the strengths and weaknesses of their work, with suggestions for improvement, is becoming common practice in higher education. However, for many students, feedback seems to have little or no impact, despite the considerable time and effort put into its production. With a view to increasing its effectiveness, extensive theoretical and empirical research has been carried out into its structure, timing and other parameters. For students to be able to apply feedback, they need to understand the meaning of the feedback statements. They also need to identify, with near certainty, the particular aspects of their work that need attention. For these to occur, students must possess critical background knowledge. This article sets out the nature of that knowledge and how students can acquire it. They must appropriate for themselves three fundamental concepts--task compliance, quality and criteria--and also develop a cache of relevant tacit knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10