Updates

Members of the project team have authored a new journal article titled ‘Developing a learning-centred framework for feedback literacy‘. This article is published in the journal Assessment & Evaluation in Higher Education. There is an increasing focus on notions of

The project team have authored a new article titled ‘Conditions that enable effective feedback‘, which is published in the journal Higher Education Research & Development. The article proposes that there are 12 conditions that enable effective feedback in higher education. These 12 conditions

Members of the project team, Michael Henderson, David Boud and Elizabeth Molloy, along with Rola Ajjawi from Deakin University, have co-edited a new book titled The Impact of Feedback in Higher Education. The book, published by Palgrave Macmillan, draws together

The project team have authored a journal article titled ‘The usefulness of feedback‘, which is published in the journal Active Learning in Higher Education. The article draws on survey data from undergraduate students, which were collected during the first phase

Project team members Michael Henderson, Tracii Ryan, and Michael Phillips have published a new paper in the journal Assessment and Evaluation in Higher Education. The paper presents a qualitative analysis of feedback challenges identified by 3807 students and 281 educators from two

Project team members Tracii Ryan, Michael Henderson, and Michael Phillips have co-authored a new journal article which presents a study of students’ perceptions of feedback modes. The article, which is published in the British Journal of Educational Technology, investigates students’ perceptions of

The project team has authored a book chapter called Technology and Feedback Design, which is part of a Springer major reference work titled Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy. The chapter provides a

The team has a new paper out in Assessment and Evaluation in Higher Education. This paper explores what educators and students think the purpose of feedback is, and what they think makes feedback effective. The paper draws on our Australian

The final report for the project Feedback for Learning – Closing the Assessment Loop has just been released. The full report can be downloaded here, and a one-page project overview is available here. The project was conducted for the Australian

The following findings emerged from a thematic analysis of two open response items – one staff item, and one student item – from the large-scale survey of staff and students at Monash University and Deakin University. The staff item asked