Abstract
This chapter focuses on influences, affordances and challenges for teachers in designing for (and identifying) feedback impact. We propose four key questions that need to be asked: Do learners know the purpose of feedback and their role(s) in it? Can learners make sense of the information? Can learners take action? What effects should we be looking for? We then explore strategies that have been shown to be valuable in designing feedback that makes a difference. These are organised according to three important considerations: creating opportunities for effective feedback; developing learner and teacher capacities; and looking for effects. We finish the chapter by taking a step back and considering the implications at the programme and institutional levels in cultivating feedback that makes a difference.
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Henderson, M., Molloy, E., Ajjawi, R., Boud, D. (2019). Designing Feedback for 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_15
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DOI: https://doi.org/10.1007/978-3-030-25112-3_15
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