Rethinking feedback practices: Keynote Med Ed Conference Taiwan 18Oct 2014r_ajjawi
Rethinking feedback practices: insights from research
We are seeing a shift in understandings of feedback from information telling towards social and cultural perspectives aimed at helping students to self-regulate their own learning. Our conceptions of feedback inform how feedback is practiced, e.g., if feedback is thought of as information transmission to ‘tell’ the learner about their performance then our feedback practices will tend to be unidirectional from tutor to learner with a focus on content and delivery. However, simply providing feedback does not ensure that students have read, understood or engaged and learned from it. The aim of this keynote is to synthesise key research evidence into feedback, including the persistent so called ‘feedback gap’, and to draw recommendations for how feedback could be practiced and embedded into curricula in order to optimise learning of students and staff.
Rethinking feedback practices: Keynote Med Ed Conference Taiwan 18Oct 2014r_ajjawi
Rethinking feedback practices: insights from research
We are seeing a shift in understandings of feedback from information telling towards social and cultural perspectives aimed at helping students to self-regulate their own learning. Our conceptions of feedback inform how feedback is practiced, e.g., if feedback is thought of as information transmission to ‘tell’ the learner about their performance then our feedback practices will tend to be unidirectional from tutor to learner with a focus on content and delivery. However, simply providing feedback does not ensure that students have read, understood or engaged and learned from it. The aim of this keynote is to synthesise key research evidence into feedback, including the persistent so called ‘feedback gap’, and to draw recommendations for how feedback could be practiced and embedded into curricula in order to optimise learning of students and staff.