Symposium+Boud+-+paper+1+Boud

=Reframing feedback: new perspectives, new dimensions= //David Boud// //Wednesday, 29 August, symposium// //Verslag door: André Heck//

Korte Samenvatting
Different people give different meanings to feedback. Boud pointed out that in order to come to grips with the principles of assessment and feedback for learning involves an in depth consideration of what one really means by feedback. Is it providing information to studetns or an application of a well-known process in engineering to education? And who provides feedback?

Boud presented 3 models of feedback: Feedback Mark 0 is conventional pre-feedback adjunct to marking (which does not necessarily have any effect). Feedback Mark 1 resembles the feedback in a closed system as used in science and engineering: information of students is taken and used to influence future work. Emphasis is on the teacher as the drivrer which make the learner dependent on the teacher. Boud considers this model as inappropriate for use in education because it assumes that students are inanimate systems, it is unsustainable, and does not let studetns go beyond the current assessment task. Feedback Mark 2 is a model proposed by Boud that is more native to the field of education and emphasizes feedback in an open adaptive system: students are expected to take an active role in assessment and feedback; they get feedback from various sources (e.g. peers, teacher, professionals, ...) and are encouraged in their learning to search for and access useful resources. In other words, students are expected in this new approach to feedback expected to be actively involved in seeking, generating and using feedback

Next, Boud pondered on how a feedback-enabled curriculum could look like, bringing up notions like strong student engagement, self-regulation, negotiation of learning outcomes and standards. He finished with identifying some research issues on assessement, of which important ones seemed to be how to avoid falling back to Feedback Mark 1 and how to include learner involvement in design and conduct of research

Inzichten
Eductional researchers seem to keen on proposing theoretical frameworks for feedback and assessment. For research, this is highly relevant, but outcomes seem still to be far away from practitioners view. It seems still at the stage of what cold be in future.

Review
How interesting the topic was, I could not get away from the impresssion that the presenter was promoting an upcoming book edited by himself and Elizabeth Molloy on feedback in higher and professional education. All those references to papers to appear in the book in 2013 was distracting.

Toepasbaarheid
Boud challenged the conventional ideas about feedback and theorized about what could be a new approach to feedback and assessment, but the connection with current educational practice is unclear and seems still far away.

Keywords
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