In recent years major changes have occurred in the ways university teachers think about feedback in higher education. The focus has moved from seeing feedback simply as an input to students to recognizing that feedback is a process in which students necessarily need to be engaged. The implications of such a change are that we need to look at feedback primarily from the point of view of the person benefitting from the process, not the teacher, and consider what active roles students need to play. How can feedback processes be designed to maximise the positive influences they can have on student learning?
The session considered both the changes in conceptions of feedback that are occurring and how they can be incorporated into normal subjects. It also considered the need for students to develop what has been called feedback literacy, that is, the understanding and capacity to utilize feedback processes for their own benefit.
About Prof. Boud
David Boud is Alfred Deakin Professor and Foundation Director of the Centre for Research in Assessment and Digital Learning at Deakin University, he is also Emeritus Professor at the University of Technology Sydney. He has previously held positions of Head of School, Associate Dean and Dean of the University Graduate School at UTS, and Director of the Professional Development Centre at UNSW. He has published extensively on teaching, learning and assessment in higher and professional education. His current work focuses on the areas of assessment for learning in higher education, academic formation and workplace learning. He is one of the most highly cited scholars internationally in the field of higher education (h-index of 94). He has been a pioneer in developing learning-centred approaches to assessment across the disciplines, particularly in building assessment skills for long-term learning (Developing Evaluative Judgement in Higher Education, Routledge), designing new approaches to feedback (Feedback in Higher and Professional Education, Routledge; The Impact of Feedback in Higher Education: Improving assessment outcomes for learners, Palgrave Macmillan) and the implications of the digital for assessment (Re-imagining University Assessment in a Digital World, Springer)