Contemporary Approaches to Feedback

I hear and I forget. I see and I remember. I do and I understand.

(Confucius, n.d., as cited in Open University, 2019)

Old Paradigm vs New Paradigm to Feedback

_{Select the image to expand it}

… active student participation in dialogic activities in which students generate and use feedback from peers, self, or others as part of an ongoing process of developing capacities as autonomous, self-regulating learners.

(Carless, 2013, p. 113)

References

_{Carless, D. (2013). Sustainable feedback and the development of student self-evaluative capacities. In S. Merry, M. Price, D. Carless, & M. Taras (Eds.), Reconceptualising feedback in higher education: Developing dialogue with students (pp. 113–122). Routledge.}

_{Hounsell, D. (2007). Towards more sustainable feedback to students. In N. Falchikov, & D. Boud (Eds.), Rethinking assessment in higher education (pp. 111–123). Routledge.}

_{Open University, (2019, March 1). 12 famous Confucius quotes on education and learning. Web link}

_{Winstone, N., & Carless, D. (2019). Designing effective feedback processes in higher education: A learning-focused approach. Routledge.}