Exploring the practice of feedback to students

Mutch, A ORCID: https://orcid.org/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:	Number Type 10.1177/1469787403004001003 DOI
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
Record created by:	EPrints Services
Date Added:	09 Oct 2015 11:06
Last Modified:	09 Jun 2017 13:49
URI:	https://irep.ntu.ac.uk/id/eprint/22806

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