Reconceptualising Feedback in Higher Education: Developing dialogue with students
Description
Review "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. 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
S**N
Re-thinking your feedback
This book has had quite an impact upon my practice and has made me reconsider the ways that I deliver feedback to students. Feedback is always an issue that is raised by students and defended by lecturers like me saying that often it isn't collected or acted upon. It has also always been a problem, in my opinion, to decide what we need to tell the students but recently with the National Union of Students getting involved it has become a hot topic in Higher Education. This book has not got all the answers but it does come up with a number of suggestions and reasons why. This is a very good book for both the experienced and not so experienced lecturer. It starts at the ground level and moves steadily up to issues around 'institutional change’ and organisational attitudes to feedback a little gem!
A**R
Five Stars
as advertised thanks
N**I
Five Stars
Latest update regarding feedback and formative assessment
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