Feedback Practices at Work: Maximising Student Learning on Placements

Bringing together the work of experts from diverse disciplinary backgrounds, this book provides the evidence and guidance required to improve feedback practices for students on placements. The chapters tackle questions such as how feedback can be used in work contexts, what types of feedback can learners engage with and how using feedback in classrooms differs from navigating it in the workplace. It also addresses how learners can make feedback effective for them in work-based placement contexts.

On a practical level, the volume provides directions for educational design and stakeholder engagement, as well as a framework to support students in managing feedback processes for themselves in complex environments. The chapters also outline ways in which university and industry partners can work together to design tasks, conditions and systems to better support learners in navigating feedback in their dual roles as learners and participants “on the job”. The approaches presented will improve feedback practices and generate more productive workplace learning experiences to help students to develop "feedback capabilities" that will hold them in good stead as they move into the workforce beyond graduation.

Led by experts Elizabeth Molloy and David Boud, this is an essential resource for educators, curriculum designers, educational leaders and students involved in workplace learning.

Elizabeth Molloy is Pro Vice Chancellor (Curriculum) at The University of Melbourne where she is helping to shape innovative curriculum with the help of evidence. She is also Professor in workplace learning in the Faculty of Medicine, Dentistry and Health Sciences, researching feedback, workplace learning, assessment and interprofessional education.

David Boud is Deakin Distinguished Professor and Foundation Director of the Centre for Research in Assessment and Digital Learning at Deakin University, Australia. He has been a pioneer in developing learning-centred approaches to assessment and in changing conceptions of feedback. He is one of the most highly cited scholars in the field of higher education.