Transformations in thinking about feedback: Implications for research and practice

Event details

The past decade has seen a revolution in research and thinking about feedback for learning in higher education and this is now spreading into other sectors.

There has been a shift of focus from what teachers do to generate comments to students to what students do and what teachers need to do to ensure that feedback is a process that works for students and actively engages their agency. This shift has drawn attention to the need for students to have substantial feedback literacy and, to enable this, teachers also need a greater level of sophistication in their own feedback literacy. There has been a proliferation of research on all these topics, a trend which is still increasing.

This interactive session will focus on the nature of the transformation in how feedback has been conceptualised and will illustrate the implications this has for the way courses and assessments are designed and conducted. It will focus on research on student and teacher feedback literacy and point to new challenges in research and practice on feedback generally, particularly on peer feedback the increasing role of generative AI in feedback processes and the limitations of our knowledge in this area.

10:00-10:30 Welcome
10:30-12:30 Interactive workshop
14:00-17:30 Bookable one-to-ones*

When you register please indicate whether you would be interested in participating in a one-to-one session with Prof. Boud. These follow-up sessions will last around 30 minutes, between 14:00-17:30, during which time you may want to discuss current work on feedback and assessment, or any interests arising from the workshop. Places are limited, so we will be in touch if we are able to offer a slot, depending on availability.

Biography

David Boud is Deakin Distinguished Professor and Foundation Director of the Centre for Research in Assessment and Digital Learning at Deakin University and Emeritus Professor at the University of Technology Sydney. He has been a pioneer in developing learning-centred approaches to teaching and in new conceptions of assessment and feedback. He is the most highly cited scholar internationally in the field of assessment in higher education. He is currently involved in supervising PhD students in the Deakin-Coventry cotutelle arrangement.

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