LEADER 04095oam 2200721I 450 001 9910779444903321 005 20230803020234.0 010 $a1-135-10746-7 010 $a0-203-07433-5 010 $a1-283-89412-2 010 $a1-135-10747-5 024 7 $a10.4324/9780203074336 035 $a(CKB)2550000000710843 035 $a(EBL)1101395 035 $a(OCoLC)823389753 035 $a(SSID)ssj0000801580 035 $a(PQKBManifestationID)12390261 035 $a(PQKBTitleCode)TC0000801580 035 $a(PQKBWorkID)10793402 035 $a(PQKB)10381927 035 $a(MiAaPQ)EBC1101395 035 $a(Au-PeEL)EBL1101395 035 $a(CaPaEBR)ebr10640569 035 $a(CaONFJC)MIL420662 035 $a(OCoLC)823161356 035 $a(FINmELB)ELB133112 035 $a(EXLCZ)992550000000710843 100 $a20180706d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aFeedback in higher and professional education $eunderstanding it and doing it well /$fedited by David Boud and Elizabeth Molloy 210 1$aAbingdon, Oxon :$cRoutledge,$d2013. 215 $a1 online resource (241 p.) 300 $aIncludes index. 311 $a0-415-69229-6 311 $a0-415-69228-8 327 $aCover; Title; Copyright; Contents; Acknowledgements; Contributors; 1 What is the problem with feedback?; 2 Changing conceptions of feedback; 3 Resituating feedback from the reactive to the proactive; 4 The impact of emotions in feedback; 5 Socio-cultural considerations in feedback; 6 Trust and its role in facilitating dialogic feedback; 7 Written feedback What is it good for and how can we do it well?; 8 Feedback in the digital environment; 9 Feedback in clinical procedural skills simulations; 10 Implementing multisource feedback; 11 The role of peers in feedback processes 327 $a12 Utilising the voice of others The example of consumer-delivered feedback13 Decision-making for feedback; Index 330 $a"Learners complain that they do not get enough feedback, and educators resent that although they put considerable time into generating feedback, students take little notice of it. Both parties agree that it is very important. Feedback in Higher and Professional Education explores what needs to be done to make feedback more effective. It examines the problem of feedback and suggests that there is a lack of clarity and shared meaning about what it is and what constitutes doing it well. It argues that new ways of thinking about feedback are needed. There has been considerable development in research on feedback in recent years, but surprisingly little awareness of what needs to be done to improve it and good ideas are not translated into action. The book provides a multi-disciplinary and international account of the role of feedback in higher and professional education. It challenges three conventional assumptions about feedback in learning: - That feedback constitutes one-way flow of information from a knowledgeable person to a less knowledgeable person. - That the job of feedback is complete with the imparting of performance-related information. - That a generic model of best-practice feedback can be applied to all learners and all learning situations"--$cProvided by publisher. 606 $aCommunication in education 606 $aMotivation in education 606 $aFeedback (Psychology) 606 $aEducation, Higher 606 $aProfessional education 615 0$aCommunication in education. 615 0$aMotivation in education. 615 0$aFeedback (Psychology) 615 0$aEducation, Higher. 615 0$aProfessional education. 676 $a371.102/2 686 $aEDU000000$aEDU015000$aEDU002000$2bisacsh 701 $aBoud$b David$01467290 701 $aMolloy$b Elizabeth$01555433 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910779444903321 996 $aFeedback in higher and professional education$93817315 997 $aUNINA