HomeAnnotated BibliographiesAssessment Rethinking Models of Feedback for Learning: The Challenge of Design Share: Section NavigationSkip section navigationIn this sectionAnnotated Bibliographies Affirming and Inclusive Engaged Learning for Neurodivergent Students Capstone Experiences Conditions for Meaningful Learning Global Learning Internships Learning Communities Learning on Location: Place-Based Pedagogies Mentoring Service-Learning Student-Faculty Partnership Supporting Neurodiverse and Physically Disabled Students Undergraduate Research Work-Integrated Learning Writing Transfer In and Beyond the University Reference List Entry:Boud, David, and Elizabeth Molloy. 2013. "Rethinking Models of Feedback for Learning: The Challenge of Design." Assessment and Evaluation in Higher Education 38 (6): 698-712. https://doi.org/10.1080/02602938.2012.691462.About this Journal Article:This article explores the educative potential and challenges around producing student feedback. Two models of feedback are addressed and contrasted. In the first model, the instructor drives the feedback, but in the second model, students and instructors are integral to the feedback production process. The authors explain the benefits of the latter model, which include making students reflective assessors of their own learning. This feedback practice may help students sustain reflective assessment practice in subsequent learning. [Annotation contributed by Aaron Trocki]
