Book Review of Naomi Winstone and David Carless (2019) Designing Effective Feedback Processes in Higher Education: A Learning-focused Approach

Abstract

Many in higher education have advised of the need to move from transmission-based approaches to those in which students are active participants in their learning. Assessment and feedback, especially, have been much slower – even, seemingly reluctant, to adapt.  Encouragingly though, pedagogic discourse and research on feedback is now shifting away from teachers’ actions towards those of students and, more specifically, how they engage with and use messages about their work. [Review continues