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Student engagement and the role of feedback in learning

  • Ann Wilson
  • University of New South Wales
Research Output: Contribution to journal Article Peer-review

Open access

Abstract

Using an historical approach the intention of this paper is to identify from the literature better practice in feedback. Assessment is an essential element in the learning cycle, and is central to an understanding of how learning outcomes are achieved. It is through their assessments that we come to know our students, if our teaching has been successful and plays a significant role in determining the students' success. However, unlike the teaching process, assessment does not have the same dialogic element that learning and teaching now has. While feedback is a key element in formative assessment, we do not know how our feedback is understood by the learner, or what meaning they make of it. What makes good feedback, and how do we ensure that learners can understand and act upon it? The current language of learning and teaching is underscored with the concept of student engagement with the curriculum. However, the language of assessment often remains in the realm of judgement and the way it is conveyed is clearly in the transmission model of teaching where rigidity, standards and rules stand in place of dialogue, flexibility and learner centeredness.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Journal (Volume, Issue Number)

Journal of pedagogic development (Volume 2.0, Issue 1.0)

Publication milestones

  • Published - 03/2012

Publication status

Published - 03/2012

ISSN

2047-3265

External Publication IDs

  • handle.net: 10547/336262

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