Abstract
This chapter discusses researching feedback inputs and processes to examine effects. Specifically, we promote a research agenda that contributes an understanding of how feedback works, for particular learners, in particular circumstances through research designs that take account of theory, occur in naturalistic settings and focus on students’ sense-making and actions. We draw attention to categories of research on effects of feedback: a) task-related performance/work; b) meta-learning processes such as self-regulation; and c) identity effects such as orienting students to the professionals they wish to become. We also discuss the difficulties in eliciting effects, attributing effects to particular feedback practices and the importance of exploring how effects are achieved and at what points in time, rather than simply looking for outcomes.
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Acknowledgements
The authors would like to thank Associate Professor Phillip Dawson for comments on an earlier version of this chapter.
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Ajjawi, R., Boud, D., Henderson, M., Molloy, E. (2019). Improving Feedback Research in Naturalistic Settings. In: Henderson, M., Ajjawi, R., Boud, D., Molloy, E. (eds) The Impact of Feedback in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-25112-3_14
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