The DOI matches its Crossref record.
Exploring the Practice of Feedback to Students
Abstract
Feedback to students is a vital but relatively underresearched area. An analysis is presented of practice in a complex modular business programme. Attention is drawn to the difficulty of such analysis, but three ways of looking at the text are presented: by modality, by area of concern and by developmental content. A conversational form of feedback with a focus on ‘implied development’ is identified and placed in the context of Bernstein’s notion of an ‘invisible pedagogy’. Such a focus may disadvantage students and the importance of reflection on feedback in the context of knowledge claims at both the module- and the programme level is stressed.
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Citations
Cited by
Making Sense of Assessment Feedback in Higher Education
Evans, C. (2013) · Review of Educational Research · doi:10.3102/0034654312474350 · Cited by 1,143
Differing perceptions in the feedback process
Carless, D. (2006) · Studies in Higher Education · doi:10.1080/03075070600572132 · Cited by 1,102
Do students value feedback? Student perceptions of tutors’ written responses
Weaver, M. R. (2006) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930500353061 · Cited by 807
Automatic feedback in online learning environments: A systematic literature review
Cavalcanti, A. P., Barbosa, A., Carvalho, R., Freitas, F., Tsai, Y.-S., Gašević, D., & Mello, R. F. (2021) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2021.100027 · Cited by 440
Facilitating productive use of feedback in higher education
Jonsson, A. (2013) · Active Learning in Higher Education · doi:10.1177/1469787412467125 · Cited by 414
Metadata
- Authors
- Mutch, A.
- Venue
- Active Learning in Higher Education
- Publisher
- SAGE Publications
- Published
- 2003-03
- Volume
- 4
- Issue
- 1
- Pages
- 24-38
- ISSN
- 1469-7874 (ISSN-L)
- 1741-2625
- OpenAlex
- W1993382381
- Cited by
- 211
- References
- 0
- FWCI
- 27.07
- Type
- journal article
- Language
- en
- Open access
- closed
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