The Impact of Feedback in Higher Education

1. Front Matter

   Pages i-xix

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2. Feedback That Makes a Difference

   1. Front Matter

      Pages 1-1

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   2. Why Focus on Feedback Impact?

      • Michael Henderson, Rola Ajjawi, David Boud, Elizabeth Molloy

      Pages 3-14

   3. Identifying Feedback That Has Impact

      • Michael Henderson, Rola Ajjawi, David Boud, Elizabeth Molloy

      Pages 15-34

3. Expanding Notions of Feedback Impact

   1. Front Matter

      Pages 35-35

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   2. Beware the Simple Impact Measure: Learning from the Parallels with Student Engagement

      • Joanna Tai, Phillip Dawson, Margaret Bearman, Rola Ajjawi

      Pages 37-50

   3. Learners’ Feedback Literacy and the Longer Term: Developing Capacity for Impact

      • David Carless

      Pages 51-65

   4. Re-conceptualizing Feedback Through a Sociocultural Lens

      • Rachelle Esterhazy

      Pages 67-82

   5. Attending to Emotion in Feedback

      • Elizabeth Molloy, Christy Noble, Rola Ajjawi

      Pages 83-105

   6. Embracing Errors for Learning: Intrapersonal and Interpersonal Factors in Feedback Provision and Processing in Dyadic Interactions

      • Jochem E. J. Aben, Filitsa Dingyloudi, Anneke C. Timmermans, Jan-Willem Strijbos

      Pages 107-125

4. Pedagogies of Feedback Impact

   1. Front Matter

      Pages 127-127

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   2. Operationalising Dialogic Feedback to Develop Students’ Evaluative Judgement and Enactment of Feedback

      • Edd Pitt

      Pages 129-146

   3. Turning Self-Assessment into Self-Feedback

      • Ernesto Panadero, Anastasiya Lipnevich, Jaclyn Broadbent

      Pages 147-163

   4. How Debriefing Can Inform Feedback: Practices That Make a Difference

      • Margaret Bearman, Walter Eppich, Debra Nestel

      Pages 165-188

   5. Impact of Personalized Feedback: The Case of Coaching and Learning Change Plans

      • Jocelyn M. Lockyer, Heather A. Armson, Karen D. Könings, Marygrace Zetkulic, Joan Sargeant

      Pages 189-204

5. Visibility of Impact

   1. Front Matter

      Pages 205-205

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   2. Identifying the Impact of Feedback Over Time and at Scale: Opportunities for Learning Analytics

      • Tracii Ryan, Dragan Gašević, Michael Henderson

      Pages 207-223

   3. Facilitating Students’ Use of Feedback: Capturing and Tracking Impact Using Digital Tools

      • Naomi Winstone

      Pages 225-242

6. Implications for Research and Practice

   1. Front Matter

      Pages 243-243

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   2. Improving Feedback Research in Naturalistic Settings

      • Rola Ajjawi, David Boud, Michael Henderson, Elizabeth Molloy

      Pages 245-265

This book asks how we might conceptualise, design for and evaluate the impact of feedback in higher education. Ultimately, the purpose of feedback is to improve what students can do: therefore, effective feedback must have impact. Students need to be actively engaged in seeking, sense-making and acting upon any information provided to them in order to develop and improve. Feedback can thus be understood as not just the giving of information, but as a complex process integral to teaching and learning in which both teachers and students have an important role to play. The editors challenge us to ask two fundamental questions: when does feedback make a difference, and how can we recognise that impact? This volume draws together leading international researchers across diverse disciplines, offering promising directions for both research and practice.

• feedback
• assessment
• higher education
• graduate outcomes
• learning
• closing the feedback loop
• impact of feedback
• learning and instruction

• Faculty of Education, Monash University, Melbourne, Australia

  Michael Henderson

• Centre for Research in Assessment and Digital Learning, Deakin University, Geelong, Australia

  Rola Ajjawi, David Boud

• Department of Medical Education, University of Melbourne, Parkville, Australia

  Elizabeth Molloy

Michael Henderson is Associate Professor and Director of Graduate Studies in the Faculty of Education at Monash University, Australia. 
 
Rola Ajjawi is Associate Professor in Educational Research at Deakin University, Australia. She is also Deputy Editor of the journal Medical Education.
 
David Boud is Professor and Foundation Director of the Centre for Research in Assessment and Digital Learning, Deakin University, Australia, Research Professor of Work and Learning at Middlesex University, UK and Emeritus Professor at the University of Technology Sydney, Australia. 
 
Elizabeth Molloy is Professor of Work Integrated Learning at the University of Melbourne, Australia, and Academic Director of Interprofessional Education and Practice in the Faculty of Medicine, Dentistry and Health Sciences.

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