Tools

LEADER 03581nam 2200553 a 4500

001 ssj0000801580;

003 WaSeSS;

005 20191012081120.0;

006 m d ;

007 cr n ;

008 120731s2013 enka sb 001 0 eng d;

010 a| 2012026703;

020 a| 9780415692281 (hbk);

020 a| 9780415692298 (pbk);

020 a| 9780203074336 (e-book);

035 a| (WaSeSS)ssj0000801580;

040 a| DLCc| DLCd| DLCd| WaSeSS;

042 a| pcc;

049 a| EREEa| NEHH;

050 00 a| LB1033.5b| .F44 2013;

082 00 a| 371.102/22| 23;

084 a| EDU000000a| EDU015000a| EDU0020002| bisacsh;

245 00 a| Feedback in higher and professional educationh| [electronic resource] :b| understanding it and doing it well /c| edited by David Boud and Elizabeth Molloy.;

260 a| London ;a| New York :b| Routledge,;

300 a| ix, 229 p. :b| ill. ;c| 25 cm.;

504 a| Includes bibliographical references and index.;

506 a| Available only to authorized users.;

520 a| "Learners complain that they do not get enough feedback, and educators resent that although they put considerable time into generating feedback, students take little notice of it. Both parties agree that it is very important. Feedback in Higher and Professional Education explores what needs to be done to make feedback more effective. It examines the problem of feedback and suggests that there is a lack of clarity and shared meaning about what it is and what constitutes doing it well. It argues that new ways of thinking about feedback are needed. There has been considerable development in research on feedback in recent years, but surprisingly little awareness of what needs to be done to improve it and good ideas are not translated into action. The book provides a multi-disciplinary and international account of the role of feedback in higher and professional education. It challenges three conventional assumptions about feedback in learning: - That feedback constitutes one-way flow of information from a knowledgeable person to a less knowledgeable person. - That the job of feedback is complete with the imparting of performance-related information. - That a generic model of best-practice feedback can be applied to all learners and all learning situations"--c| Provided by publisher.;

538 a| Mode of access: World Wide Web;

650 0 a| Communication in education.=| ^A22664;

650 0 a| Motivation in education.=| ^A7949;

650 0 a| Feedback (Psychology)=| ^A29509;

650 0 a| Education, Higher.=| ^A3094;

650 0 a| Professional education.=| ^A4891;

650 7 a| EDUCATION / General2| bisacsh.;

650 7 a| EDUCATION / Higher2| bisacsh.;

650 7 a| EDUCATION / Adult & Continuing Education2| bisacsh.;

655 0 a| Electronic books.=| ^A491897;

700 1 a| Boud, David.=| ^A130608;

700 1 a| Molloy, Elizabeth.?| UNAUTHORIZED;

856 40 z| Full text available from Ebook Central - Academic Completeu| https://ebookcentral.proquest.com/lib/eastcarolina/detail.action?docID=1101395;

949 a| CLICK ON WEB ADDRESSw| ASISh| JOYNER188;

949 a| CLICK ON WEB ADDRESSw| ASISh| HSL77;

949 a| CLICK ON WEB ADDRESSw| ASISh| JMUSIC60;

596 a| 1 3 4;

998 a| 5191897;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5191897-1001l| JNETm| JOYNERr| Ys| Yt| JNESSBKu| 10/31/2019x| EBOOKz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5191897-2001l| HSLELECm| HSLr| Ys| Yt| HEBKu| 10/31/2019x| EBOOKz| HERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5191897-3001l| MNETm| JMUSICr| Ys| Yt| MNESSBKu| 10/31/2019x| EBOOKz| JERESOURCE;

Feedback in higher and professional education understanding it and doing it well / edited by David Boud and Elizabeth Molloy.

Other author	Boud, David.
Other author	Molloy, Elizabeth.
Format	Electronic
Publication Info	London ; New York : Routledge,
Description	ix, 229 p. : ill. ; 25 cm.
Supplemental Content	Full text available from Ebook Central - Academic Complete
Subjects	Communication in education. Motivation in education. Feedback (Psychology) Education, Higher. Professional education.

Abstract	"Learners complain that they do not get enough feedback, and educators resent that although they put considerable time into generating feedback, students take little notice of it. Both parties agree that it is very important. Feedback in Higher and Professional Education explores what needs to be done to make feedback more effective. It examines the problem of feedback and suggests that there is a lack of clarity and shared meaning about what it is and what constitutes doing it well. It argues that new ways of thinking about feedback are needed. There has been considerable development in research on feedback in recent years, but surprisingly little awareness of what needs to be done to improve it and good ideas are not translated into action. The book provides a multi-disciplinary and international account of the role of feedback in higher and professional education. It challenges three conventional assumptions about feedback in learning: - That feedback constitutes one-way flow of information from a knowledgeable person to a less knowledgeable person. - That the job of feedback is complete with the imparting of performance-related information. - That a generic model of best-practice feedback can be applied to all learners and all learning situations"-- Provided by publisher.
Bibliography note	Includes bibliographical references and index.
Access restriction	Available only to authorized users.
Technical details	Mode of access: World Wide Web
Genre/form	Electronic books.
LCCN	2012026703
ISBN	9780415692281 (hbk)
ISBN	9780415692298 (pbk)
ISBN	9780203074336 (e-book)

Feedback in higher and professional education understanding it and doing it well / edited by David Boud and Elizabeth Molloy.

Click here for more information about this title