What if feedback only counted if the learner used it?

Draper, S. (2014) What if feedback only counted if the learner used it? In: Enhancement and Innovation in Higher Education Conference 11 - 13 June 2013: Conference Materials. The Quality Assurance Agency for Higher Education: Glasgow, pp. 415-424. ISBN 9781849799164

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Publisher's URL: http://www.enhancementthemes.ac.uk/docs/publications/post-conference-publication.pdf


Most teachers give written feedback because it is a required deliverable, like a checkout assistant handing every customer the printed receipt, even though few use them. This paper explores taking the inverse position. Instead of assuming that feedback is good, assume that the only thing that matters is the actual use of feedback by learners. Symptoms from both practice and theory suggest this might be an important shift in perspective. Three types of implication are identified and developed, and specific examples of each are described. Firstly: we need to research what goals do learners actually want to use feedback for. Secondly, we should study cases of success, where feedback has definitely been used by learners. Thirdly, converting feedback into learning (into changes in knowledge) involves active, constructive, effortful mental labour. How can this be prompted and supported?

Item Type:Book Sections (Other)
Glasgow Author(s) Enlighten ID:Draper, Dr Steve
Authors: Draper, S.
Subjects:L Education > LB Theory and practice of education > LB2300 Higher Education
College/School:College of Science and Engineering > School of Psychology
Publisher:The Quality Assurance Agency for Higher Education

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