Encyclopedia of Educational Philosophy and Theory

Living Edition
| Editors: Michael A. Peters

Feedback as Dialogue

Living reference work entry
DOI: https://doi.org/10.1007/978-981-287-532-7_389-1

Introduction

Feedback can be an important catalyst for improvement. Helpful comments which enable students to see issues from fresh perspectives are central in supporting the ongoing development of work in progress. In mass higher education, there is a variety of evidence from different contexts that students and teachers have misgivings about the ways in which feedback processes are currently handled (Boud and Molloy 2013). Students perceive that feedback often comes too late to be useful; it frequently fails to connect; and there are usually insufficient opportunities to act on the feedback received. Both teachers and students experience frustration with the limited positive impacts of how feedback processes are managed.

Given the centrality of feedback for learning, there is an urgent imperative for fresh ways of thinking about feedback processes and associated development of staff and student feedback literacy. The aim of this entry is to chart some prospects for feedback as...

Keywords

Feedback Process Student Work Assessment Task Feedback Message Internal Feedback 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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References

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Copyright information

© Springer Science+Business Media Singapore 2016

Authors and Affiliations

  1. 1.University of Hong KongHong KongHong Kong