Feedback by design: la mejora de prácticas de feedback en Educación Superior a través del diseño aprendizaje
[EN] Feedback has an enormous potential to improve students' learning outcomes. However, concrete practices in Higher Education fail to harness these benefits for different reasons. We argue that systematic planning can improve these practices. We conceive "designing" and...
| Autores: | , , , , |
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/190318 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/190318 |
| Access Level: | acceso abierto |
| Palabra clave: | Assessment Formative assessment Feedback Feedback literacy Learning Design Evaluación Evaluación formativa Diseño de aprendizaje |
| Sumario: | [EN] Feedback has an enormous potential to improve students' learning outcomes. However, concrete practices in Higher Education fail to harness these benefits for different reasons. We argue that systematic planning can improve these practices. We conceive "designing" and "planning" as intentional and research-informed decision-making process. Taking into consideration recent developments in feedback research, we propose a feedback-by-design approach to designing feedback tasks that can support feedback practices, improve learning outcomes and offer guidance to faculty in designing feedback tasks. In this paper, the learning by design framework and a example of a feedback task designed according to its principles are presented. Results of the implementation of this task in a course of trainee university teachers are presented. Lastly, the possibilities offered by this framework for improving feedback practices in Higher Education are highlighted. |
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