CRADLE 2018 publications round-up – Part 4: Feedback
13 December 2018
As 2018 draws to a close, we asked the CRADLE team to look over their impressive list of publications for the year and pick some highlights for a special four-part publications round-up. Today – if you’re seeking new perspectives or some inspiration around feedback over the festive season, read on! Looking for more ideas? Want to add to your holiday reading list? Why not catch up on our full 2018 publications round-up?
Part 1: Assessment
Part 2: Research practice / Health professions education
Part 3: Evaluative judgement / Contract cheating
Examining the nature and effects of feedback dialogue
R. Ajjawi and D. Boud (2018) Assessment and Evaluation in Higher Education 43(7), pp. 1106-1119
This paper offers a reconceptualisation of feedback as a dialogic and co-constructive process, highlighting how feedback dialogue can scaffold students’ self-regulation of learning.
The development of student feedback literacy: Enabling uptake of feedback 
D. Carless* and D. Boud (2018) Assessment and Evaluation in Higher Education 43(8), pp. 1315-1325
This paper introduces the notion of feedback literacy and why we need to assist students to become more sophisticated in both eliciting and utilising feedback information. It aims to open up new ways of thinking about feedback processes and ensuring students can benefit from them.
A qualitative synthesis of video feedback in higher education
P. Mahoney, S. Macfarlane‡ and R. Ajjawi (2018) Teaching in Higher Education
This comprehensive review identified that video feedback has a high level of acceptability amongst staff and students and may help strengthen student-marker relationships. The human connection fostered through video feedback, even in the absence of actual dialogue, is worth further exploration as relatedness is a key motivator.
What makes for effective feedback: Staff and student perspectives
P. Dawson, M. Henderson, P. Mahoney, M. Phillips, T. Ryan, D. Boud and E. Molloy (2018) Assessment and Evaluation in Higher Education
There’s a whole literature on the ways that feedback ‘should’ be – but what do the people involved think? In this large-scale survey study we found that, although educators and students have quite different experiences of feedback, they share the view that feedback is about improvement. If you want to improve educator or student feedback practices, this paper will help understand some common ways they might think about it.
Refocusing portfolio assessment: Curating for feedback and portrayal
J. L. Clarke and D. Boud (2018), Innovations in Education and Teaching International 55(4), pp. 479-486
Learning portfolios are of increasing importance as ways of managing and recording student performance; they are more than simple repositories of achievements. This paper discusses how students can actively portray their work not only to enable feedback, but also to portray their achievements to different audiences.
Keeping mum in clinical supervision: Private thoughts and public judgements
C. E. Scarff, M. Bearman, N. Chiavaroli and S. Trumble (2018) Medical Education
Why there is no such thing as ‘honest feedback’. What Twitter said: “Interested in feedback? This paper is a must-read!”
*CRADLE Honorary Professor
‡CRADLE HDR student
