Good Feedback Practices: Prompts and Guidelines for Reviewing and Enhancing Feedback for Students

Autor/inn/en	Naylor, Ryan; Baik, Chi; Asmar, Christine; Watty, Kim
Institution	University of Melbourne (Australia), Centre for the Study of Higher Education (CSHE)
Titel	Good Feedback Practices: Prompts and Guidelines for Reviewing and Enhancing Feedback for Students
Quelle	(2014), (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-9922-9742-8
Schlagwörter	Leitfaden; Unterricht; Lehrer; Feedback (Response); Prompting; Guidelines; Foreign Countries; Formative Evaluation; Summative Evaluation; Student Evaluation; College Students; Student Educational Objectives; Peer Evaluation; Self Evaluation (Individuals); Australia + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Benutzerführung; Richtlinien; Ausland; Schulnote; Studentische Bewertung; Collegestudent; Australien
Abstract	Feedback is an essential part of learning in any context. Timely, detailed feedback, whether delivered formally or informally, helps people learn more effectively by providing a clear sense of where they are and what they have to do to improve. In the university context, feedback assists students in developing mastery of their disciplines and more general graduate attributes. It helps them understand what is expected of them and how to reach that standard. Providing high quality feedback is, quite simply, one of the most important things you can do to help your students learn. There are many different ways to conceptualise feedback--the quotes in this guide from staff from a variety of disciplines at the University of Melbourne envision the process of feedback differently, yet all are underpinned by a student-centred conception of learning (that is, the focus is on what the student does and the outcomes they should achieve). The purpose of this guide is to offer advice and suggestions on providing effective feedback as well as examples of assessment systems teaching staff may be able to adopt in their own classes. It also contains a framework for reflecting on and evaluating existing feedback practice. The first section of the guide discusses the nature of feedback with a focus on the two different forms: formative and summative. The second section addresses what makes good feedback and the third section looks at several different examples of assessment and feedback systems that you might find useful to adapt to your own classes. The final section contains a framework for the evaluation of teaching practice with particular emphasis on assessment and feedback opportunities. A sample feedback framework is appended. (ERIC).
Anmerkungen	Melbourne Centre for the Study of Higher Education. Building 134, Spencer Road, The University of Melbourne VIC 3010e. Tel: + 61-3-8344-4605; e-mail: melbourne-cshe@unimelb.edu.au; Web site: http://melbourne-cshe.unimelb.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01