Reconceptualising Feedback in Higher Education

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.

• Part I: Current thinkingSection A: The student voice 1 Surveys of ‘the student experience’ and the politics of feedback 2 Feedback – what students want Section B: The wider picture - challenges to preconceptions 3 Feedback on feedback: uncrossing wires across sectors 4 Assessment feedback: an Agenda for Change Section C: Principles and practices 5 Opening up feedback: teaching learners to see 6 Building ‘standards’ frameworks: the role of guidance and feedback in supporting the achievement of learnersPart II: Enhancing the student role in the feedback process Section A: Students 7 Involving students in the scholarship of assessment: student voices on the feedback agenda for change 8 Feedback unbound: from master to usher 9 Feedback and feedforward: student responses and their implications Section B: Tutors 10 Sustainable feedback and the development of student self-evaluative capacities 11 Students’ social learning practice as a way of learning from tutor feedback 12 Integrating feedback with classroom teaching: using exemplars to scaffold learning Part III: Fostering institutional change 13 An assessment compact: changing the way an institution thinks about assessment and feedback 14 Fostering institutional change in feedback practice through partnership15 Making learning-oriented assessment the experience of all our students: supporting institutional change 16 Achieving transformational or sustainable educational change

"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.