Feedback in Higher and Professional Education: Understanding it and doing it well

Feedback in Higher Education takes the view that there is currently poor understanding of what feedback is, and even where such an understanding exists, the consequences are inadequately put into practice. There has been considerable development in research on feedback in recent years, but there is surprisingly little awareness of what needs to be done and good ideas are not translated into action. The book addresses this gap by providing access to current best thinking and research on feedback by those who have been major players in the literature and those who have applied these ideas in real teaching situations. It aims to be the major source and influence on feedback in the higher education sector. The book provides a multi-disciplinary and international account of the role of feedback in higher education and it challenges three conventional assumptions about feedback in learning: That feedback constitutes one-way flow of information from a knowledgeable person to a less knowledgeable person. That the job of feedback is complete with the imparting of performance-related information. That a generic model of best-practice feedback can be applied to all learners and all learning situations Clear prospects for improving practice are presented and discussed, reflecting the key conceptual foundations that inform the feedback processes. Although the book is targeted primarily at educators it aims to inform all parties in the student/trainee-educator/supervisor relationship about how learning can be effectively promoted in both academic and workplace settings