Authentic Feedback: Supporting Learners to Engage in Disciplinary Feedback Practices

Autor/inn/en	Dawson, Phillip; Carless, David; Lee, Pamela Pui Wah
Titel	Authentic Feedback: Supporting Learners to Engage in Disciplinary Feedback Practices
Quelle	In: Assessment & Evaluation in Higher Education, 46 (2021) 2, S.286-296 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dawson, Phillip) ORCID (Carless, David) ORCID (Lee, Pamela Pui Wah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2020.1769022
Schlagwörter	Teaching Methods; Feedback (Response); Performance Based Assessment; Guidelines; Information Technology; Medical Education; Foreign Countries; Difficulty Level; Cognitive Ability; Affective Behavior; Decision Making; Pediatrics; Hospitals; Patients; Undergraduate Students; Introductory Courses; Social Media; Information Science Education; Computer Software; Computer Assisted Instruction; Student Evaluation; Teacher Student Relationship; College Faculty; Australia; Hong Kong + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Leistungsermittlung; Richtlinien; Informationstechnologie; Medizinische Ausbildung; Ausland; Schwierigkeitsgrad; Denkfähigkeit; Affective disturbance; Active behaviour; Affektive Störung; Decision-making; Entscheidungsfindung; Klinische Sozialpädiatrie; Krankengymnast; Krankenhaus; Patient; Einführungskurs; Soziale Medien; Informationstechnologische Bildung; Computer based training; Computerunterstützter Unterricht; Schulnote; Studentische Bewertung; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Australien; Hongkong
Abstract	How can learners be supported to engage productively in the kinds of feedback practices they may encounter after they graduate? This article introduces a novel concept of authentic feedback to denote processes which resemble the feedback practices of the discipline, profession or workplace. Drawing on the notion of authentic assessment, a framework for authentic feedback is proposed with five dimensions: realism, cognitive challenge, affective challenge, evaluative judgement and enactment of feedback. This framework is exemplified and interrogated through two cases of authentic feedback practice, one in the subject of digital media in an Australian university, the other focussed on bedside rounds in medicine at a university in Hong Kong. The framework enables the identification of both highly authentic aspects of feedback, and aspects that could be made more authentic. The framework informs the design of feedback practices that carry the potential to bridge university and workplace environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01