Gifts, ping-pong and loops – linking feedback and learning

Susan Askew

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Student Assessment and Feedback Innovative Teaching and Learning Methods Evaluation of Teaching Practices

Abstract

It may seem that feedback is a rather small notion to write a whole book about. However, we suggest that it is time that understandings about feedback in education are examined more closely. In this chapter we adopt a broad definition of feedback which includes all dialogue to support learning in both formal and informal situations. We argue that this dialogue will be influenced by different views of learning and we need to explore feedback alongside associated beliefs about learning, to consider how feedback can be most effective in promoting learning.

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2007Secondary school students' conceptions of assessment and feedback 2011Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance 2015A scholarly approach to solving the feedback dilemma in practice 2020A collaborative learning approach to dialogic peer feedback: a theoretical framework 2012Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student well-being 2011Developing first-year engagement with written feedback 2015Teacher agency and dialogic feedback: Using classroom data for practitioner inquiry 2021A dialogic technology-mediated model of feedback uptake and literacy

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