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
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
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
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
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
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 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
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
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
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
The findings discussed below emerged from a thematic analysis of five open-response items from the large-scale survey of staff and students at Deakin University and Monash University (click here for
Project team members Tracii Ryan and Michael Henderson have co-authored a new journal article based on the large-scale survey data from this project. The article, published in Assessment and Evaluation in
On Thursday 30 November, A/Prof. Michael Henderson (Monash University) and A/Prof. Phillip Dawson (Deakin University) lead a 45-minute webinar in which they provided a brief masterclass of feedback designs, and
The following provides a first glance at a selection of the Phase 1 survey data. Due to the extensive nature of the data, not all survey items are reported here.
Feedback for Learning project lead Michael Henderson discusses some of our findings in The Conversation. Educators and students often struggle to learn from each other through the use of feedback.
Assessment feedback regularly receives low course satisfaction ratings in student surveys, with students reporting that comments from educators can be ambiguous, confusing, and returned too late to be useful. However,
We are excited to announce that we are bringing key findings and practice implications from the Feedback for Learning project to six capital cities around Australia this October! Thanks to
by Phillip Dawson The literature is filled with claims about what makes for effective feedback, for example, feedback that focuses on student self-regulation; feedback designs that require students to act
