Moving feedback forward: theory to practice

Abstract

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.

Keywords:

• feedback
• dialogue
• practice
• self regulation
• learning

Acknowledgements

The authors would like to thank the anonymous referees for their instructive comments and Mrs Margaret James for comments and help with preparation of the script

Notes on contributors

Paul Orsmond is a senior lecturer at Staffordshire University where he carries out research in student learning in higher education.

Stephen J. Maw is an academic advisor with the Higher Education Academy’s UK Centre for Bioscience.

Julian R. Park is faculty director of Teaching and Learning in Life Sciences, University of Reading.

Stephen Gomez is professor of Work-based Learning, Work-Based Learning, Plymouth University.

Anne C. Crook is the enhancement manager (Teaching, Learning, Assessment & Feedback) in the Centre for the Development of Teaching and Learning (CDoTL), University of Reading.