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Identifying Feedback That Has Impact

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The Impact of Feedback in Higher Education

Abstract

This chapter offers new insight regarding the theoretical, methodological and practical concerns relating to feedback in higher education. It begins with the construction of a new definition of feedback. We explain how feedback is a learner-centred process in which impact is a core feature. The chapter then explores the reasons why identifying, let alone measuring, impact is problematic. We briefly revisit the contingent nature of educational research into cause and effect and question the implications for feedback processes that are likely to be experienced by individuals in different ways with different effects over different timescales. It is here we then discuss some ways we conceive the various forms of feedback effect including the intentional and unintentional, immediate and delayed, cognitive, affective, motivational, relational and social.

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Author information

Authors and Affiliations

  1. Faculty of Education, Monash University, Melbourne, VIC, Australia

    Michael Henderson

  2. Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Geelong, VIC, Australia

    Rola Ajjawi & David Boud

  3. University of Technology Sydney, Ultimo, NSW, Australia

    David Boud

  4. Middlesex University, London, UK

    David Boud

  5. Department of Medical Education, School of Medicine, The University of Melbourne, Parkville, VIC, Australia

    Elizabeth Molloy

Authors
  1. Michael Henderson
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  2. Rola Ajjawi
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  3. David Boud
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  4. Elizabeth Molloy
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Corresponding author

Correspondence to Michael Henderson .

Editor information

Editors and Affiliations

  1. Faculty of Education, Monash University, Melbourne, VIC, Australia

    Michael Henderson

  2. Centre for Research in Assessment and Digital Learning, Deakin University, Geelong, VIC, Australia

    Rola Ajjawi

  3. Centre for Research in Assessment and Digital Learning, Deakin University, Geelong, VIC, Australia

    David Boud

  4. Department of Medical Education, University of Melbourne, Parkville, VIC, Australia

    Elizabeth Molloy

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Henderson, M., Ajjawi, R., Boud, D., Molloy, E. (2019). Identifying Feedback That Has Impact. In: Henderson, M., Ajjawi, R., Boud, D., Molloy, E. (eds) The Impact of Feedback in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-25112-3_2

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  • DOI: https://doi.org/10.1007/978-3-030-25112-3_2

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-25111-6

  • Online ISBN: 978-3-030-25112-3

  • eBook Packages: EducationEducation (R0)

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