Feedback as Dialogue
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...
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