Inclusive practice in higher education: feedback that breaks pedagogical barriers

Anna D. Rowe, Michelle Muchatuta, Leigh N. Wood

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

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Abstract

This chapter explores the use of assessment feedback as a pedagogical practice to achieve high standards of quality education for all students. The following discussion is based on results of an empirical study on student preferences for feedback conducted in a business faculty with a high proportion of international students, and students from culturally and linguistically diverse backgrounds (CALD). Students’ perceptions of poor communication by teaching staff largely contributed to their expressed dissatisfaction with feedback received and it was concluded that feedback was not always catering to students’ emotional and social needs. Given that feedback provides one of the few opportunities for many students to communicate with teaching staff individually, this is an area where inclusive practice principles and strategies are crucial to learning outcomes and the overall student experience. Practical strategies to encourage inclusive practice in the provision of effective feedback will be offered.
Original languageEnglish
Title of host publicationLearning, teaching and social justice in higher education
EditorsNoah Riseman, Sue Rechter, Ellen Warne
Place of PublicationMelbourne
PublisherSchool of Arts and Sciences, Australian Catholic University
Pages217-232
Number of pages16
ISBN (Print)9781921775284
Publication statusPublished - 2010

Bibliographical note

Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

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