Journal article

Rethinking models of feedback for learning: the challenge of design

David Boud, Elizabeth Molloy

Assessment & Evaluation in Higher Education | ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD | Published : 2013

Abstract

Student feedback is a contentious and confusing issue throughout higher education institutions. This paper develops and analyses two models of feedback: the first is based on the origins of the term in the disciplines of engineering and biology. It positions teachers as the drivers of feedback. The second draws on ideas of sustainable assessment. This positions learners as having a key role in driving learning, and thus generating and soliciting their own feedback. It suggests that the second model equips students beyond the immediate task and does not lead to false expectations that courses cannot deliver. It identifies the importance of curriculum design in creating opportunities for stude..

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University of Melbourne Researchers