Journal Article


A scholarly approach to solving the feedback dilemma in practice

Abstract

It is clear from the literature that feedback is potentially the most powerful and potent part of the assessment cycle when it comes to improving further student learning. However, for some time, there has been a growing amount of research evidence that much feedback practice does not fulfil this potential to influence future student learning because it fails in a host of different ways. This dilemma of the disjuncture between theory and practice has been increasingly highlighted by the UK National Student Survey results. This paper uses a model of the assessment process cycle to frame understandings drawn from the literature, and argues that the problem with much current practice resides largely in a failure to effectively engage students with feedback. The paper goes on to explore how best to effectively engage students with assessment feedback, with evidenced examples of feedback strategies that have successfully overcome this problem.

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Authors

O'Donovan, B
Rust, C
Price, M

Oxford Brookes departments

Faculty of Business\Department of Business and Management
Senior Management Team
Faculty of Business

Dates

Year of publication: 2015
Date of RADAR deposit: 2016-12-21


Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License


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