Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach

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Naomi Winstone (University of Surrey, UK) David Carless (University of Hong Kong)

Designing Effective Feedback Processes in Higher Education

A Learning-Focused Approach

Naomi Winstone (University of Surrey, UK), David Carless (University of Hong Kong)

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English

Routledge
15 July 2019

Examinations & assessment; Higher & further education, tertiary education; Teaching skills & techniques

Series: Research into Higher Education

Feedback is one of the most powerful influences on student achievement, yet it is difficult to implement productively within the constraints of a mass higher education system. Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach addresses the challenges of developing effective feedback processes in higher education, combining theory and practice to equip and empower educators. It places less emphasis on what teachers do in terms of providing commentary, and more emphasis on how students generate, make sense of, and use feedback for ongoing improvement.

Including discussions on promoting student engagement with feedback, technology-enabled feedback, and effective peer feedback, this book:

Contributes to the theory and practice of feedback in higher education by showcasing new paradigm feedback thinking focused on dialogue and student uptake

Synthesises the evidence for effective feedback practice

Provides contextualised examples of successful innovative feedback designs analysed in relation to relevant literature

Highlights the importance of staff and student feedback literacy in developing productive feedback partnerships

Supports higher education teachers in further developing their feedback practice.

Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach contributes to the theory and practice of higher education pedagogy by re-evaluating how feedback processes are designed and managed. It is a must-read for educators, researchers, and academic developers in higher education who will benefit from a guide to feedback research and practice that addresses well recognised challenges in relation to assessment and feedback.

By: Naomi Winstone (University of Surrey UK), David Carless (University of Hong Kong)
Imprint: Routledge
Country of Publication: United States
Dimensions: Height: 234mm, Width: 156mm,
Weight: 400g
ISBN: 9780815361633
ISBN 10: 0815361637
Series: Research into Higher Education
Pages: 208
Publication Date: 15 July 2019
Audience: College/higher education , Professional and scholarly , Primary , Undergraduate
Format: Paperback
Publisher's Status: Active

Foreword; Acknowledgements; Series Editor Introduction; Introduction; Chapter 1: The feedback challenge; Chapter 2: Developing student feedback literacy; Chapter 3: Facilitating student engagement with feedback processes; Chapter 4: Technology-enabled feedback processes; Chapter 5: Assessment design for student uptake of feedback; Chapter 6: Enabling dialogue in feedback processes; Chapter 7: Interweaving internal and external feedback; Chapter 8: Implementing peer feedback; Chapter 9: The relational dimension of feedback; Chapter 10: Moving feedback forwards; References

Naomi Winstone is a Senior Lecturer in the Department of Higher Education at the University of Surrey, UK. Naomi is a cognitive psychologist specialising in learning behaviour and engagement with education. Naomi’s research focuses on the processing and implementation of feedback. David Carless works in the Faculty of Education, University of Hong Kong. His signature publication is the book Excellence in University Assessment: Learning from Award-winning Practice (2015) published by Routledge.