Exploring the practice of feedback to students

Mutch, A. ORCID: 0000-0002-8054-6649, 2003. Exploring the practice of feedback to students. Active Learning in Higher Education, 4 (1), pp. 24-38. ISSN 1469-7874

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Abstract

Feedback to students is a vital but relatively underresearched area. An analysis is presented of practice in a complex modular business programme. Attention is drawn to the difficulty of such analysis, but three ways of looking at the text are presented: by modality, by area of concern and by developmental content. A conversational form of feedback with a focus on ‘implied development’ is identified and placed in the context of Bernstein’s notion of an ‘invisible pedagogy’. Such a focus may disadvantage students and the importance of reflection on feedback in the context of knowledge claims at both the module- and the programme level is stressed.

Item Type: Journal article
Publication Title: Active Learning in Higher Education
Creators: Mutch, A.
Publisher: Sage Publications
Place of Publication: London
Date: 2003
Volume: 4
Number: 1
ISSN: 1469-7874
Identifiers:
NumberType
10.1177/1469787403004001003DOI
Rights: Copyright 2003 by Sage Publications. All rights reserved. No portion of the contents may be reproduced in any form without written permission of the publisher
Divisions: Schools > Nottingham Business School
Depositing User: EPrints Services
Date Added: 09 Oct 2015 11:06
Last Modified: 09 Jun 2017 13:49
URI: http://irep.ntu.ac.uk/id/eprint/22806

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