LEADER 04307oam 2200625I 450 001 9910463082003321 005 20200520144314.0 010 $a0-203-52281-8 010 $a1-134-06755-0 024 7 $a10.4324/9780203522813 035 $a(CKB)2670000000369125 035 $a(EBL)1207566 035 $a(SSID)ssj0000890316 035 $a(PQKBManifestationID)12376275 035 $a(PQKBTitleCode)TC0000890316 035 $a(PQKBWorkID)10883087 035 $a(PQKB)10509894 035 $a(MiAaPQ)EBC1207566 035 $a(Au-PeEL)EBL1207566 035 $a(CaPaEBR)ebr10717450 035 $a(CaONFJC)MIL495024 035 $a(OCoLC)847134760 035 $a(EXLCZ)992670000000369125 100 $a20180706d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aReconceptualising feedback in higher education $edeveloping dialogue with students /$fedited by Stephen Merry. [et al.] 210 1$aAbingdon, Oxon :$cRoutledge,$d2013. 215 $a1 online resource (240 pages) 300 $aDescription based upon print version of record. 311 $a0-415-69235-0 311 $a0-415-69234-2 320 $aIncludes bibliographical references and index. 327 $aSurveys of 'the student experience' and the politics of feedback / Mantz Yorke -- Feedback: what students want / Alex Bols and Kate Wicklow -- 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 -- 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 -- 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 -- 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 -- 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. 330 $aFeedback is a crucial element of teaching, learning and assessment. There is, however, substantial evidence that staff and students are dissatisfied with it, and there is growing impetus for change. Student Surveys have indicated that feedback is one of the most problematic aspects of the student experience, and so particularly in need of further scrutiny. Current practices waste both student learning potential and staff resources. Up until now the ways of addressing these problems has been through relatively minor interventions based on the established model of feedback providing information, but the change that is required is more fundamental and far reaching. 606 $aCommunication in education 606 $aFeedback (Psychology) 606 $aEducation, Higher 608 $aElectronic books. 615 0$aCommunication in education. 615 0$aFeedback (Psychology) 615 0$aEducation, Higher. 676 $a371.102/2 701 $aMerry$b Stephen$0956285 701 2$aYorke$b Mantz$0931978 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910463082003321 996 $aReconceptualising feedback in higher education$92165244 997 $aUNINA