LEADER 05352nam 22006495 450 001 9910349335403321 005 20200705215210.0 010 $a3-030-25112-8 024 7 $a10.1007/978-3-030-25112-3 035 $a(CKB)4100000009273724 035 $a(DE-He213)978-3-030-25112-3 035 $a(MiAaPQ)EBC5898212 035 $a(iGPub)SPNA0062491 035 $a(EXLCZ)994100000009273724 100 $a20190917d2019 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe Impact of Feedback in Higher Education$b[electronic resource] $eImproving Assessment Outcomes for Learners /$fedited by Michael Henderson, Rola Ajjawi, David Boud, Elizabeth Molloy 205 $a1st ed. 2019. 210 1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Macmillan,$d2019. 215 $a1 online resource (XIX, 303 p. 6 illus., 1 illus. in color.) 311 $a3-030-25111-X 327 $aChapter 1. Why focus on feedback impact?; Michael Henderson, Rola Ajjawi, David Boud and Elizabeth Molloy -- Chapter 2. Identifying feedback that has impact; Michael Henderson, Rola Ajjawi, David Boud and Elizabeth Molloy -- Chapter 3. Beware the simple impact measure: learning from the parallels with student engagement; Joanna Tai, Phillip Dawson, Margaret Bearman and Rola Ajjawi -- Chapter 4. Learners' feedback literacy and the longer term: Developing capacity for impact; David Carless -- Chapter 5. Re-conceptualizing feedback through a sociocultural lens; Rachelle Esterhazy -- Chapter 6. Attending to emotion in feedback; Elizabeth Molloy, Christy Noble, Rola Ajjawi -- Chapter 7. Embracing errors for learning: Intrapersonal and interpersonal factors in feedback provision and processing in dyadic interactions; Jochem E.J. Aben, Filitsa Dingyloudi, Anneke C. Timmermans, Jan-Willem Strjibos -- Chapter 8. Operationalising dialogic feedback to develop students' evaluative judgement and enactment of feedback; Edd Pitt -- Chapter 9. Turning self-assessment into self-feedback; Ernesto Panadero, Anastasiya Lipnevich and Jaclyn Broadbent -- Chapter 10. How debriefing can inform feedback: practices that make a difference; Margaret Bearman, Walter Eppich, Debra Nestel -- Chapter 11. Impact of personalized feedback: The case of coaching and learning change plans; Jocelyn M Lockyer, Heather A Armson, Karen D Könings, Marygrace Zetkulic, Joan Sargeant -- Chapter 12. Identifying the impact of feedback over time and at scale: Opportunities for learning analytics; Tracii Ryan, Dragan Ga?evi? and Michael Henderson -- Chapter 13. Facilitating students' use of feedback: Capturing and tracking impact using digital tools; Naomi Winstone -- Chapter 14. Improving feedback research in naturalistic settings; Rola Ajjawi, David Boud, Michael Henderson, Elizabeth Molloy -- Chapter 15. Designing feedback for impact; Michael Henderson, Elizabeth Molloy, Rola Ajjawi, David Boud. 330 $aThis book asks how we might conceptualise, design for and evaluate the impact of feedback in higher education. Ultimately, the purpose of feedback is to improve what students can do: therefore, effective feedback must have impact. Students need to be actively engaged in seeking, sense-making and acting upon any information provided to them in order to develop and improve. Feedback can thus be understood as not just the giving of information, but as a complex process integral to teaching and learning in which both teachers and students have an important role to play. The editors challenge us to ask two fundamental questions: when does feedback make a difference, and how can we recognise that impact? This volume draws together leading international researchers across diverse disciplines, offering promising directions for both research and practice. 606 $aAssessment 606 $aHigher education 606 $aLearning 606 $aInstruction 606 $aEducational psychology 606 $aAssessment, Testing and Evaluation$3https://scigraph.springernature.com/ontologies/product-market-codes/O33000 606 $aHigher Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O36000 606 $aLearning & Instruction$3https://scigraph.springernature.com/ontologies/product-market-codes/O22000 606 $aPedagogic Psychology$3https://scigraph.springernature.com/ontologies/product-market-codes/Y18003 615 0$aAssessment. 615 0$aHigher education. 615 0$aLearning. 615 0$aInstruction. 615 0$aEducational psychology. 615 14$aAssessment, Testing and Evaluation. 615 24$aHigher Education. 615 24$aLearning & Instruction. 615 24$aPedagogic Psychology. 676 $a371.26 702 $aHenderson$b Michael$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aAjjawi$b Rola$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aBoud$b David$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aMolloy$b Elizabeth$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910349335403321 996 $aThe Impact of Feedback in Higher Education$92527413 997 $aUNINA