Article: Developing sustainable feedback practices

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TitleDeveloping sustainable feedback practices
AuthorsCarless, D1
Salter, D1
Yang, M1
Lam, J1
KeywordsAssessment
Dialogue
Feedback
Qualitative research methods
Self-regulated learning
Issue Date2011
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03075079.asp
CitationStudies In Higher Education, 2011, v. 36 n. 4, p. 395-407 [How to Cite?]
DOI: http://dx.doi.org/10.1080/03075071003642449
AbstractFeedback is central to the development of student learning, but within the constraints of modularized learning in higher education it is increasingly difficult to handle effectively. This article makes a case for sustainable feedback as a contribution to the reconceptualization of feedback processes. The data derive from the Student Assessment and Feedback Enhancement project, involving in depth semi-structured interviews with a purposive sample of award-winning teachers. The findings focus on those reported practices consistent with a framework for sustainable feedback, and particularly highlight the importance of student self-regulation. The article concludes by setting out some possibilities and challenges for staff and student uptake of sustainable feedback. © 2011 Society for Research into Higher Education.
ISSN0307-5079
2011 Impact Factor: 0.982
2011 SCImago Journal Rankings: 0.042
DOIhttp://dx.doi.org/10.1080/03075071003642449
ISI Accession Number IDWOS:000291795600002
ReferencesReferences in Scopus
DC Field
Value
dc.contributor.authorCarless, D
dc.contributor.authorSalter, D
dc.contributor.authorYang, M
dc.contributor.authorLam, J
dc.date.accessioned2011-07-15T04:58:05Z
dc.date.available2011-07-15T04:58:05Z
dc.date.issued2011
dc.description.abstractFeedback is central to the development of student learning, but within the constraints of modularized learning in higher education it is increasingly difficult to handle effectively. This article makes a case for sustainable feedback as a contribution to the reconceptualization of feedback processes. The data derive from the Student Assessment and Feedback Enhancement project, involving in depth semi-structured interviews with a purposive sample of award-winning teachers. The findings focus on those reported practices consistent with a framework for sustainable feedback, and particularly highlight the importance of student self-regulation. The article concludes by setting out some possibilities and challenges for staff and student uptake of sustainable feedback. © 2011 Society for Research into Higher Education.
dc.description.naturepostprint
dc.identifier.citationStudies In Higher Education, 2011, v. 36 n. 4, p. 395-407 [How to Cite?]
DOI: http://dx.doi.org/10.1080/03075071003642449
dc.identifier.citeulike9500433
dc.identifier.doihttp://dx.doi.org/10.1080/03075071003642449
dc.identifier.epage407
dc.identifier.hkuros186206
dc.identifier.isiWOS:000291795600002
dc.identifier.issn0307-5079
2011 Impact Factor: 0.982
2011 SCImago Journal Rankings: 0.042
dc.identifier.issue4
dc.identifier.openurl
dc.identifier.scopuseid_2-s2.0-79959432842
dc.identifier.spage395
dc.identifier.urihttp://hdl.handle.net/10722/134771
dc.identifier.volume36
dc.languageeng
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03075079.asp
dc.publisher.placeUnited Kingdom
dc.relation.ispartofStudies in Higher Education
dc.relation.referencesReferences in Scopus
dc.rightsThis is an electronic version of an article published in Studies In Higher Education, 2011, v. 36 n. 4, p. 395-407. The article is available online at: http://www.tandfonline.com/doi/abs/10.1080/03075071003642449
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License
dc.subjectAssessment
dc.subjectDialogue
dc.subjectFeedback
dc.subjectQualitative research methods
dc.subjectSelf-regulated learning
dc.titleDeveloping sustainable feedback practices
dc.typeArticle
Author Affiliations
  1. The University of Hong Kong