From Fast Food to a Well-Balanced Diet: Toward a Programme Focused Approach to Feedback in Higher Education

Autor/inn/en	Wilder-Davis, Kimberly; Carless, David; Huxham, Mark; McCune, Velda; McLatchie, Joan; Jessop, Tansy; Marzetti, Hazel
Titel	From Fast Food to a Well-Balanced Diet: Toward a Programme Focused Approach to Feedback in Higher Education
Quelle	In: Practitioner Research in Higher Education, 14 (2021) 1, S.3-15 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1755-1382
Schlagwörter	Feedback (Response); Curriculum Design; Evaluation; Barriers; Teacher Student Relationship; Communication (Thought Transfer) + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Evaluierung; Teacher student relationships; Lehrer-Schüler-Beziehung; Communication; thought; Kommunikation; Gedanke
Abstract	Feedback may be considered 'good' according to many of the criteria in the literature whilst still having little or no impact on students' learning in the longer term. Feedback in the context of this paper is defined as the process of learners obtaining information about their work in order to produced improved learning. This comes from tutors, peers, or even self-evaluation. Here we argue for greater prominence for feedback in curriculum design. Clear principles for giving guidance on assessments and feedback at the programme level, which complement those already established and widely used for single assessments, would help curriculum designers consider communication to students about assessments in a broader context. These processes should create a dialogue that aids the students' progression in their learning from one module to the next and encourages the development of autonomous learners. Based on a review of the literature on programme-focused approaches to teaching, assessment and feedback, the current paper delineates the benefits of a programme level approach to communication around assessments and proffers a list of broad principles that will help academics achieve a coherent and developmental approach to feedback. (As Provided).
Anmerkungen	University of Cumbria. LED Research Centre, Fusehill Street, Carlisle, Cumbria, England CA1 2HH. Tel: +44-1228-616338; Web site: http://ojs.cumbria.ac.uk/index.php/prhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01