Title
Towards effective feedback in higher education : bridging theory and practice Towards effective feedback in higher education : bridging theory and practice
Author
Faculty/Department
Faculty of Social Sciences. Instructional and Educational Sciences
Publication type
article
Publication
Subject
Educational sciences
Source (journal)
Reflecting education
Volume/pages
8(2012) :1 , p. 132-147
ISSN
1746-9082
vabb
c:vabb:327766
Carrier
E
Target language
English (eng)
Affiliation
University of Antwerp
Abstract
Giving feedback is an important skill for lecturers in higher education and has a major influence on the quality of learning (Hattie & Timperley, 2007). However, it appears that, in its practical application, not all feedback is equally effective. This is a problem which applies to both students and lecturers. In working towards more effective feedback in higher education, Sadlers framework (1983, 1989, 2010) can prove a source of inspiration. Sadler posits three conditions for achieving effective and efficient feedback in classroom practice. The first condition refers to the necessity of drawing up assessment criteria and making sure students are familiar with them. The second condition posits that feedback has to include a comparison between the actual level of the product and the expected level. The last condition suggests that feedback has to include information that can help students to improve assignments. In this article we examine the various forms and conditions of feedback in more depth, with the emphasis on the practical application of theory. We also focus in detail on various aspects of how best to guide and supervise students that have been shown to have an important influence on making feedback more effective.
Full text (open access)
https://repository.uantwerpen.be/docman/irua/77b705/7d489545.pdf
Handle