Elizabeth Molloy is Pro Vice Chancellor (Curriculum) at The University of Melbourne where she is helping to shape innovative curriculum with the help of evidence. She is also Professor in workplace learning in the Faculty of Medicine, Dentistry and Health Sciences, researching feedback, workplace learning, assessment and interprofessional education.David Boud is Deakin Distinguished Professor and Foundation Director of the Centre for Research in Assessment and Digital Learning at Deakin University, Australia. He has been a pioneer in developing learning-centred approaches to assessment and in changing conceptions of feedback. He is one of the most highly cited scholars in the field of higher education.

• 1. Student placements and their challenge for feedback 2. Guiding students in managing feedback for themselves 3. Workplaces shaping feedback practices: how, when, where, and by whom 4. Learners’ agency in workplace feedback processes 5. Feedback cultures and work-based learning: learning from and across placements 6. Expanding the feedback repertoire through professional noticing in work-based placements 7. Harnessing hidden feedback processes in work settings: A model for student-led learning during placements 8. Understanding the role of power and learner trust in workplace feedback conversations 9. The problematic coupling of assessment and feedback 10. What is the use of emotion in feedback practices for students on placement? 11. The learner’s role in multi-source feedback: Whose view counts for what purpose? 12. Moving beyond individual feedback in the workplace: Exploring team feedback and its implications for collaborative practice 13. Feedback from physical cues: helping students learn to configure and interpret their environment to improve what they learn in the workplace 14. Preparing trainees with the skills to navigate feedback across professional roles and feedback cultures 15. How can workplace-based teachers develop feedback literacy? 16. Feedback on placements: Priorities for educators

“This insightful collection advances the field by examining feedback in the distinctive context of placements and workplace learning. It captures the realities in which students must navigate and actively shape their own feedback processes without consistent access to educators and in the absence of tightly integrated curricula. By combining scholarship with grounded practice, the volume offers a highly relevant account that will reshape how we think about feedback in workplace learning. An important and practical contribution to both scholarship and professional education.”Liesbeth BaartmanAssociate Professor of Vocational/Professional Education and AssessmentUtrecht University of Applied Sciences and Maastricht University, School of Health Professions Education“Feedback Practices at Work: Maximizing Student Learning on Placements makes an important and novel contribution to the education literature. It offers a richly theorized and practically grounded contribution to contemporary understandings of feedback and learning in placement settings. It frames feedback as a socially, culturally, materially, and relationally embedded practice, moving well beyond narrow conceptions of information transmission. Its nuanced treatment of learner agency and feedback literacy equips readers to navigate complex, and sometimes imperfect, workplace contexts with reflexivity and confidence. By foregrounding relationships, materiality, and context, the book bridges theory and practice in ways that will resonate with educators, supervisors, and learners alike. I found this book to be an intellectually rigorous and timely work that significantly advances scholarship and practice in work-based feedback. I’ve assigned it a prominent place in my library.” Lara VarpioProfessor of PediatricsThe Perelman School of Medicine, University of Pennsylvania