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.
|Title of host publication||Learning, teaching and social justice in higher education|
|Editors||Noah Riseman, Sue Rechter, Ellen Warne|
|Place of Publication||Melbourne|
|Publisher||School of Arts and Sciences, Australian Catholic University|
|Number of pages||16|
|Publication status||Published - 2010|