Learners complain that they do not get enough feedback, and educators resent that although they put considerable time into generating feedback, students take li

Teachers spend much of their time on assessment, yet many higher education teachers have received minimal guidance on assessment design and marking. This means

This book asks how we might conceptualise, design for and evaluate the impact of feedback in higher education. Ultimately, the purpose of feedback is to improve

Feedback is one of the most powerful influences on student achievement, yet it is difficult to implement productively within the constraints of a mass higher ed

This book brings together leading scholars from around the world to provide their most influential thinking on instructional feedback. The chapters range from a