Feedback in Higher and Professional Education: Understanding it and doing it well 1st edition

Brief Description: "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"--Biographical Note: 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 in the Faculty of Medicine, Nursing and Health Sciences at Monash University, Melbourne, Australia. Review Quotes: "This book is timely and interesting and is to be recommended as a core read for all practitioners in understanding both their learners and the feedback process better." - David Ross, Director of the Centre for Academic Practice and Learning Development at the University of the West of ScotlandMarc Notes: 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: Acknowledgements -- Contributors -- 1. What is the problem with feedback? / David boud, Elizabeth Molloy -- 2. Changing conceptions of feedback / Elizabeth Molloy, David Boud -- 3. Resituating feedback from the reactive to the proactive / David Nicol -- 4. The impact of emotions in feedback / Elizabeth Molloy, Frances Borrel-CarriO, Ron Epstein -- 5. Socio-Cultural considerations in feedback / Andrea Paul, Kara Gilbert, Louisa Remedios -- 6. Trust and its role in facilitating dialogic feedback / David Cariess -- 7. Written feedback What is it good for and how can we do it well? / Brian Jolly, David Boud -- 8. Feedback in the digital environment / Brett Williams, Ted Brown, Robyn Benson -- 9. Feedback in clinical procedural skills simulations / Debra Nestel, Fernando Bello, Roger Kneebone -- 10. Implementing multisource feedback / Jocelyn Lockyer, Joan Sargeant -- 11. The role of peers in feedback processes / Richard K. Ladyshewsky -- 12. Utilising the voice of others The example of consumer-delivered feedback / Lisa Mckenna, Fiona Kent -- 13. Decision-making for feedback / David boud, Elizabeth Molloy -- Index. Publisher Marketing: 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.

Contributor Bio:  Boud, David David Boud is Foundation Director of the Centre for Research in Assessment and Digital Learning (CRADLE) at Deakin University, Australia. He is also Emeritus Professor in the Faculty of Arts and Social Sciences at the University of Technology, Australia, and Research Professor in the Institute for Work-Based Learning, Middlesex University, UK.