El feedback en educación superior y profesional / Molloy, Elizabeth ; Boud, David ; Bello, Fernando ; Alcina Zayas, Sara  

Público ISBD Ningún comentario para este título. Título : El feedback en educación superior y profesional  : comprenderlo y hacerlo bien Tipo de documento: documento electrónico Autores: Molloy, Elizabeth, ; Boud, David, ; Bello, Fernando, ; Alcina Zayas, Sara, Editorial: Madrid [España] : Narcea Ediciones Fecha de publicación: 2016 Número de páginas: 1 recurso en línea (270 páginas) : Il.: ilustraciones ISBN/ISSN/DL: 9788427721289 Nota general: Título original: Feedback in higher and professional education. Palabras clave:   Communication in education.  Motivation in education.  Education  Higher.  Comunicación en educación.  Enseñanza superior. Clasificación: 371.1022 Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/46241 El feedback en educación superior y profesional  : comprenderlo y hacerlo bien [documento electrónico] / Molloy, Elizabeth, ; Boud, David, ; Bello, Fernando, ; Alcina Zayas, Sara,  . - Madrid [España] : Narcea Ediciones, 2016 . - 1 recurso en línea (270 páginas) : : ilustraciones. ISBN : 9788427721289 Título original: Feedback in higher and professional education. Palabras clave:   Communication in education.  Motivation in education.  Education  Higher.  Comunicación en educación.  Enseñanza superior. Clasificación: 371.1022 Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/46241

Feedback in Higher and Professional Education. Understanding it and doing it well / Boud, David ; Molloy, Elizabeth  

Público ISBD Ningún comentario para este título. Título : Feedback in Higher and Professional Education. Understanding it and doing it well : understanding it and doing it well Tipo de documento: documento electrónico Autores: Boud, David ; Molloy, Elizabeth Editorial: Taylor & Francis Group Fecha de publicación: 2012 Número de páginas: 1 online resource (ix, 229 pages) : Il.: illustration ISBN/ISSN/DL: 978-1-135-10747-5 Nota general: Includes index. Palabras clave:   Communication in education.  Motivation in education.  Feedback (Psychology)  Education  Higher.  Professional education. Clasificación: 371.102/2 Resumen: "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"-- Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/133112 Feedback in Higher and Professional Education. Understanding it and doing it well : understanding it and doing it well [documento electrónico] / Boud, David ; Molloy, Elizabeth . - Taylor & Francis Group, 2012 . - 1 online resource (ix, 229 pages) : : illustration. ISBN : 978-1-135-10747-5 Includes index. Palabras clave:   Communication in education.  Motivation in education.  Feedback (Psychology)  Education  Higher.  Professional education. Clasificación: 371.102/2 Resumen: "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"-- Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/133112

The Impact of Feedback in Higher Education / Henderson, Michael ; Ajjawi, Rola ; Boud, David ; Molloy, Elizabeth  

Público ISBD Ningún comentario para este título. Título : The Impact of Feedback in Higher Education : Improving Assessment Outcomes for Learners Tipo de documento: documento electrónico Autores: Henderson, Michael, ; Ajjawi, Rola, ; Boud, David, ; Molloy, Elizabeth, Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2019 Número de páginas: XIX, 303 p. 6 ilustraciones, 1 ilustraciones en color. ISBN/ISSN/DL: 978-3-030-25112-3 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Pruebas y mediciones educativas.  Educación Superior  Aprendizaje  Psicología de  Psicología Educacional  Evaluación y pruebas  Educación más alta  Psicología Instruccional Clasificación: 371.26 Resumen: Este libro se pregunta cómo podríamos conceptualizar, diseñar y evaluar el impacto de la retroalimentación en la educación superior. En última instancia, el propósito de la retroalimentación es mejorar lo que los estudiantes pueden hacer: por lo tanto, una retroalimentación efectiva debe tener impacto. Los estudiantes deben participar activamente en la búsqueda, la comprensión y la actuación sobre cualquier información que se les proporcione para poder desarrollarse y mejorar. Por tanto, la retroalimentación puede entenderse no sólo como la entrega de información, sino como un proceso complejo e integral a la enseñanza y el aprendizaje en el que tanto profesores como estudiantes tienen un papel importante que desempeñar. Los editores nos desafían a hacernos dos preguntas fundamentales: ¿cuándo la retroalimentación marca la diferencia y cómo podemos reconocer ese impacto? Este volumen reúne a destacados investigadores internacionales de diversas disciplinas y ofrece direcciones prometedoras tanto para la investigación como para la práctica. Nota de contenido: Chapter 1. Why focus on feedback impact?; Michael Henderson, Rola Ajjawi, David Boud and Elizabeth Molloy -- Chapter 2. Identifying feedback that has impact; Michael Henderson, Rola Ajjawi, David Boud and Elizabeth Molloy -- Chapter 3. Beware the simple impact measure: learning from the parallels with student engagement; Joanna Tai, Phillip Dawson, Margaret Bearman and Rola Ajjawi -- Chapter 4. Learners' feedback literacy and the longer term: Developing capacity for impact; David Carless -- Chapter 5. Re-conceptualizing feedback through a sociocultural lens; Rachelle Esterhazy -- Chapter 6. Attending to emotion in feedback; Elizabeth Molloy, Christy Noble, Rola Ajjawi -- Chapter 7. Embracing errors for learning: Intrapersonal and interpersonal factors in feedback provision and processing in dyadic interactions; Jochem E.J. Aben, Filitsa Dingyloudi, Anneke C. Timmermans, Jan-Willem Strjibos -- Chapter 8. Operationalising dialogic feedback to develop students' evaluative judgement and enactment of feedback; Edd Pitt -- Chapter 9. Turning self-assessment into self-feedback; Ernesto Panadero, Anastasiya Lipnevich and Jaclyn Broadbent -- Chapter 10. How debriefing can inform feedback: practices that make a difference; Margaret Bearman, Walter Eppich, Debra Nestel -- Chapter 11. Impact of personalized feedback: The case of coaching and learning change plans; Jocelyn M Lockyer, Heather A Armson, Karen D Könings, Marygrace Zetkulic, Joan Sargeant -- Chapter 12. Identifying the impact of feedback over time and at scale: Opportunities for learning analytics; Tracii Ryan, Dragan Gašević and Michael Henderson -- Chapter 13. Facilitating students' use of feedback: Capturing and tracking impact using digital tools; Naomi Winstone -- Chapter 14. Improving feedback research in naturalistic settings; Rola Ajjawi, David Boud, Michael Henderson, Elizabeth Molloy -- Chapter 15. Designing feedback for impact; Michael Henderson, Elizabeth Molloy, Rola Ajjawi, David Boud. Tipo de medio : Computadora Summary : 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 what students can do: therefore, effective feedback must have impact. Students need to be actively engaged in seeking, sense-making and acting upon any information provided to them in order to develop and improve. Feedback can thus be understood as not just the giving of information, but as a complex process integral to teaching and learning in which both teachers and students have an important role to play. The editors challenge us to ask two fundamental questions: when does feedback make a difference, and how can we recognise that impact? This volume draws together leading international researchers across diverse disciplines, offering promising directions for both research and practice. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] The Impact of Feedback in Higher Education : Improving Assessment Outcomes for Learners [documento electrónico] / Henderson, Michael, ; Ajjawi, Rola, ; Boud, David, ; Molloy, Elizabeth,  . -  1 ed.  . - [s.l.] : Springer, 2019 . - XIX, 303 p. 6 ilustraciones, 1 ilustraciones en color. ISBN : 978-3-030-25112-3 Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Pruebas y mediciones educativas.  Educación Superior  Aprendizaje  Psicología de  Psicología Educacional  Evaluación y pruebas  Educación más alta  Psicología Instruccional Clasificación: 371.26 Resumen: Este libro se pregunta cómo podríamos conceptualizar, diseñar y evaluar el impacto de la retroalimentación en la educación superior. En última instancia, el propósito de la retroalimentación es mejorar lo que los estudiantes pueden hacer: por lo tanto, una retroalimentación efectiva debe tener impacto. Los estudiantes deben participar activamente en la búsqueda, la comprensión y la actuación sobre cualquier información que se les proporcione para poder desarrollarse y mejorar. Por tanto, la retroalimentación puede entenderse no sólo como la entrega de información, sino como un proceso complejo e integral a la enseñanza y el aprendizaje en el que tanto profesores como estudiantes tienen un papel importante que desempeñar. Los editores nos desafían a hacernos dos preguntas fundamentales: ¿cuándo la retroalimentación marca la diferencia y cómo podemos reconocer ese impacto? Este volumen reúne a destacados investigadores internacionales de diversas disciplinas y ofrece direcciones prometedoras tanto para la investigación como para la práctica. Nota de contenido: Chapter 1. Why focus on feedback impact?; Michael Henderson, Rola Ajjawi, David Boud and Elizabeth Molloy -- Chapter 2. Identifying feedback that has impact; Michael Henderson, Rola Ajjawi, David Boud and Elizabeth Molloy -- Chapter 3. Beware the simple impact measure: learning from the parallels with student engagement; Joanna Tai, Phillip Dawson, Margaret Bearman and Rola Ajjawi -- Chapter 4. Learners' feedback literacy and the longer term: Developing capacity for impact; David Carless -- Chapter 5. Re-conceptualizing feedback through a sociocultural lens; Rachelle Esterhazy -- Chapter 6. Attending to emotion in feedback; Elizabeth Molloy, Christy Noble, Rola Ajjawi -- Chapter 7. Embracing errors for learning: Intrapersonal and interpersonal factors in feedback provision and processing in dyadic interactions; Jochem E.J. Aben, Filitsa Dingyloudi, Anneke C. Timmermans, Jan-Willem Strjibos -- Chapter 8. Operationalising dialogic feedback to develop students' evaluative judgement and enactment of feedback; Edd Pitt -- Chapter 9. Turning self-assessment into self-feedback; Ernesto Panadero, Anastasiya Lipnevich and Jaclyn Broadbent -- Chapter 10. How debriefing can inform feedback: practices that make a difference; Margaret Bearman, Walter Eppich, Debra Nestel -- Chapter 11. Impact of personalized feedback: The case of coaching and learning change plans; Jocelyn M Lockyer, Heather A Armson, Karen D Könings, Marygrace Zetkulic, Joan Sargeant -- Chapter 12. Identifying the impact of feedback over time and at scale: Opportunities for learning analytics; Tracii Ryan, Dragan Gašević and Michael Henderson -- Chapter 13. Facilitating students' use of feedback: Capturing and tracking impact using digital tools; Naomi Winstone -- Chapter 14. Improving feedback research in naturalistic settings; Rola Ajjawi, David Boud, Michael Henderson, Elizabeth Molloy -- Chapter 15. Designing feedback for impact; Michael Henderson, Elizabeth Molloy, Rola Ajjawi, David Boud. Tipo de medio : Computadora Summary : 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 what students can do: therefore, effective feedback must have impact. Students need to be actively engaged in seeking, sense-making and acting upon any information provided to them in order to develop and improve. Feedback can thus be understood as not just the giving of information, but as a complex process integral to teaching and learning in which both teachers and students have an important role to play. The editors challenge us to ask two fundamental questions: when does feedback make a difference, and how can we recognise that impact? This volume draws together leading international researchers across diverse disciplines, offering promising directions for both research and practice. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]

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