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Reconceptualising Feedback in Higher Education
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CONTENTS Notes on Contributors Foreword (Marcia Mentkowski) Overview (Stephen Merry) SECTION 1: CURRENT THINKING Section Overview Maddalena Taras A. The Student Voice Surveys of `the Student Experience' and the Politics of Feedback Mantz Yorke Feedback - What Students Want Alex Bols and Kate Wicklow B. The Wider Picture: challenges to preconceptions Feedback on Feedback: uncrossing wires across sectors Maddalena Taras Assessment Feedback: an `Agenda for Change' Margaret Price, Karen Handley, Berry O'Donovan, Chris Rust and Jill Millar C. Principles and Practices Opening up Feedback: teaching learners to see D. Royce Sadler Building `standards' frameworks': the role of guidance and feedback in supporting the achievement of learners Sue Bloxham SECTION 2: ENHANCING THE STUDENT ROLE IN THE FEEDBACK PROCESS Section Overview David Carless A. Students Involving Students in the Scholarship of Assessment: student voices on the feedback `Agenda for Change' Kay Sambell Feedback Unbound: from master to usher Jan McArthur and Mark Huxham Feedback and Feedforward: student responses and their implications Mirabelle Walker B. Tutors Sustainable Feedback and the Development of Student Self-evaluative Capacities David Carless Students' Social Learning Practice as a Way of Learning from Tutor Feedback Paul Orsmond, Stephen Merry and Karen Handley Integrating Feedback with Classroom Teaching: using exemplars to scaffold learning Graham Hendry SECTION 3: FOSTERING INSTITUTIONAL CHANGE Section Overview Margaret Price An Assessment Compact: changing the way an institution thinks about assessment and feedback Chris Rust, Margaret Price, Karen Handley, Berry O'Donovan and Jill Millar Fostering Institutional Change in Feedback Practice through Partnership Graham Holden and Chris Glover Making Learning-Oriented Assessment the Experience of all our Students: supporting institutional change Mark Russell, Dominic Bygate and Helen Barefoot Achieving Transformational or Sustainable Educational Change Steve Draper and David Nicol Conclusion and Reflections (Stephen Merry, Margaret Price, David Carless and Maddalena Taras) Index

About the Author

Stephen Merry is Senior Lecturer in Cell Biology in the Faculty of Computing, Engineering and Sciences at Staffordshire University. Margaret Price is Professor in Learning and Assessment at Oxford Brookes University. David Carless is Professor of Educational Assessment at the University of Hong Kong. Maddalena Taras is Senior Lecturer in the Faculty of Education and Society at the University of Sunderland.

Reviews

"By emphasizing feedback as modelling classroom behaviour, practising reflective thinking and acknowledging the moral-ethical part of "humane teaching and assessment! (Merry et al. 2013, Foreword), the responsibility that it takes to provide feedback to learners and/or peers and the ability to judge quality (Sadler 2013), readers are given useful and specific guidelines for the teaching profession itself - outside the academia." - Szilvia Barta, University of Debrecen, The Hungarian Educational Research Journal.

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