Feedback for learning : closing the assessment loop. Final report.
Assessment feedback for learning is the lynchpin to students' effective decision-making and the basis of improved learning outcomes. However, feedback is underutilised and often misunderstood by both students and educators. Although there exists a surfeit of models, frameworks, principles and s...
| Institutions: | Monash University Deakin University University of Melbourne |
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| Główni autorzy: | , , , , , , |
| Wydane: |
Australia. Dept of Education and Training (DET)
2018
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| Hasła przedmiotowe: | |
| Dostęp online: | https://ltr.edu.au/resources/ID16-5366_Henderson_Report_2018.pdf |
| Streszczenie: | Assessment feedback for learning is the lynchpin to students' effective decision-making and the basis of improved learning outcomes. However, feedback is underutilised and often misunderstood by both students and educators. Although there exists a surfeit of models, frameworks, principles and strategies in the extensive literature exploring feedback for learning, no single feedback strategy or model has been shown to work across all contexts. In response, this project set out to identify examples of successful feedback practices and, importantly, to investigate the underlying conditions and contextual factors that make them successful. This project aimed to improve student, educator and institutional capacities to design, stimulate and leverage assessment feedback. To support this goal, the project delivered empirically based resources of feedback designs and conditions to guide educators, academic developers and instructional designers, as well as institutional policy. The project involved four phases of activity. Across the 18 months of the project, almost 6000 students and educators participated in surveys, focus groups, interviews, workshops and webinars. [Executive summary, ed] |
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| ISBN: | 9781760514426 (PDF) 9781760514433 (DOCX) 9781760514440 (print ed) 9781760514426 (PDF) 9781760514433 (DOCX) 9781760514440 (print ed) |
