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Date Reviewed: June 17, 2021
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. (From the Publisher)
NOTE: Use the playlist button located in the top left of the video window above to switch between episodes.
Quick Teaching Tip: Feedback (3:29)
Low-key advice on moving away from the typical “feedback sandwich” (compliment, criticism, compliment) towards “reinforcing” and “correcting” behaviors through “ask, tell, ask” technique.
Characteristics of Good Student Feedback (4:38)
Offers strategies for offering students “specific, actionable, timely, and respectful” feedback that improves learning.
The Power of Feedback (3:26)
Video outlines an article by John Hattie and Helen Timperley on levels and types of effective feedback.
Bill Gates: Teachers Need Real Feedback (10:21)
A TED talk by Bill Gates on how to create feedback for teachers that helps them improve. He argues for feedback grounded in self-video observations and student surveys of teachers that capture complexity of life in the classroom.