Feedback in Higher and Professional Education

_x000D_ Feedback in Higher and Professional Education explores what needs to be done to make feedback more effective. It examines the problem of feedback and suggests that there is a lack of clarity and shared meaning about what it is and what constitutes doing it well. It argues that new ways of thinking about feedback are needed. _x000D_ There has been considerable development in research on feedback in recent years, but surprisingly little awareness of what needs to be done to improve it and good ideas are not translated into action. The book provides a multi-disciplinary and international account of the role of feedback in higher and professional education. It challenges three conventional assumptions about feedback in learning:_x000D_ _x000D_ _x000D_ _x000D_ That feedback constitutes one-way flow of information from a knowledgeable person to a less knowledgeable person. _x000D_ _x000D_ _x000D_ That the job of feedback is complete with the imparting of performance-related information. _x000D_ _x000D_ _x000D_ That a generic model of best-practice feedback can be applied to all learners and all learning situations _x000D_ _x000D_ _x000D_ In seeking a new approach to feedback, it proposes that it is necessary to recognise that learners need to be much more actively involved in seeking, generating and using feedback. Rather than it being something they are subjected to, it must be an activity that they drive.