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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 synthesis of recent research into how technology can support effective...Read More »
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 Government Office for Learning and Teaching funded project Feedback for...Read More »
The project was conducted for the Australian Government Department of...Read More »
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 respondents to identify what they consider to be the...Read More »
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 more information on method and participants). These items addressed respondents’ general understandings of feedback, as well as...Read More »
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 Higher Education, investigates students’ emotional responses to feedback received from educators, with a particular focus on international students and students...Read More »
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 discussed current educator and student experiences of feedback and strategies to develop and support effective feedback designs. If you missed...Read More »
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. Therefore, these data are not intended to be exhaustive, but rather, to present selected initial findings that offer insight...Read More »
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. Our research into feedback practices has found that students and staff find feedback practices largely unsustainable, de-motivating and without opportunity for...Read More »
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, data also suggest that there are pockets of excellence in feedback practice across Australian higher education. What are these teaching...Read More »
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 our partner institutions, the national roadshow kicks off in Melbourne on October 3 and will take in Sydney, Adelaide, Brisbane and...Read More »
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 on the comments they receive; and feedback that is timed so students can act on it. But...Read More »