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Moving feedback forward: theory to practice

Orsmond, P., Maw, S. J., Park, J. R. ORCID:, Gomez, S. and Crook, A. C. (2013) Moving feedback forward: theory to practice. Assessment & Evaluation in Higher Education, 38 (2). pp. 240-252. ISSN 1469-297X

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To link to this item DOI: 10.1080/02602938.2011.625472


There is substantial research interest in tutor feedback and students’ perception and use of such feedback. This paper considers some of the major issues raised in relation to tutor feedback and student learning. We explore some of the current feedback drivers, most notably the need for feedback to move away from simply a monologue from a tutor to a student to a valuable tutor–student dialogue. In relation to moving feedback forward the notions of self regulation, dialogue and social learning are explored and then considered in relation to how such theory can translate into practice. The paper proposes a framework (GOALS) as a tool through which tutors can move theory into practice with the aim of improving student learning from feedback.

Item Type:Article
Divisions:Life Sciences > School of Agriculture, Policy and Development > Department of Sustainable Land Management > Centre for Agri-environmental Research (CAER)
ID Code:24703

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