Reconceptualising feedback in higher education : developing dialogue with students /

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This book : analyses the current issues in feedback practice and their implications for student learning ; identifies the key characteristics of effective feedback practices ; explores the changes needed to feedback practice and how they can be brought about ; illustrates through examples how proces...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Merry, Stephen (Editor ), Price, Margaret (Editor ), Carless, David (Editor ), Taras, Maddalena (Editor ), Yorke, Mantz
Formato: Electrónico eBook
Idioma:Inglés
Publicado: New York : Routledge, 2013.
Temas:
Dialog > Veranstaltung
Communication in education.
Feedback (Psychology)
Education, Higher.
Communication en éducation.
Rétroaction (Psychologie)
Enseignement supérieur.
higher education.
EDUCATION > Teaching Methods & Materials > General.
Communication in education
Education, Higher
Hochschule
Evaluation
Terugkoppeling.
Högskoleutbildning.
Återkoppling (psykologi)
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Surveys of 'the student experience' and the politics of feedback / Mantz Yorke
  • Feedback: what students want / Alex Bols and Kate Wicklow
  • Feedback on feedback: uncrossing wires across sectors / Maddalena Taras
  • Assessment feedback: an 'agenda for change' / Margaret Price, Karen Handley, Berry O'Donovan, Chris Rust and Jill Millar
  • Opening up feedback: teaching learners to see / D. Royce Sadler
  • Building 'standards frameworks': the role of guidance and feedback in supporting the achievement of learners / Sue Bloxham
  • Involving students in the scholarship of assessment: student voices on the feedback 'agenda for change' / Kay Sambell
  • Feedback unbound: from master to usher / Jan McArthur and Mark Huxham
  • Feedback and feedforward: student responses and their implications / Mirabelle Walker
  • Sustainable feedback and the development of student self-evaluative capacities / David Carless
  • Students' social learning practice as a way of learning from tutor feedback / Paul Orsmond, Stephen Merry and Karen Handley
  • Integrating feedback with classroom teaching: using exemplars to scaffold learning / Graham Hendry
  • An assessment compact: changing the way an institution thinks about assessment and feedback / Chris Rust, Margaret Price, Karen Handley, Berry O'Donovan and Jill Millar
  • Fostering institutional change in feedback practice through partnership / Graham Holden and Chris Glover
  • Making learning-oriented assessment the experience of all our students: supporting institutional change / Mark Russell, Dominic Bygate and Helen Barefoot
  • Achieving transformational or sustainable educational change / Steve Draper and David Nicol
  • Conclusion and reflections / Stephen Merry, Margaret Price, David Carless and Maddalena Taras.

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