Rethinking models of feedback for learning: the challenge of design
Article
Boud, D. and Molloy, E. 2013. Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education. 38 (6), pp. 698-712. https://doi.org/10.1080/02602938.2012.691462
| Type | Article |
|---|---|
| Title | Rethinking models of feedback for learning: the challenge of design |
| Authors | Boud, D. and Molloy, E. |
| 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 students to develop the capabilities to operate as judges of their own learning. |
| Keywords | feedback; sustainable assessment; impact on learning; curriculum design |
| Research Group | Work and Learning Research Centre |
| Publisher | Taylor & Francis (Routledge) |
| Journal | Assessment & Evaluation in Higher Education |
| ISSN | 0260-2938 |
| Electronic | 1469-297X |
| Publication dates | |
| Online | 31 May 2012 |
| 01 Sep 2013 | |
| Publication process dates | |
| Deposited | 22 Feb 2017 |
| Accepted | 01 May 2012 |
| Output status | Published |
| Digital Object Identifier (DOI) | https://doi.org/10.1080/02602938.2012.691462 |
| Web of Science identifier | WOS:000320498600006 |
| Language | English |
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