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Contextual Influences on Feedback Practices: An Ecological Perspective

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Scaling up Assessment for Learning in Higher Education

Part of the book series: The Enabling Power of Assessment ((EPAS,volume 5))

Abstract

Critique has been levelled at the use of models for feedback practices that ignore context in health professions education. Models such as the ‘feedback sandwich’ are often adopted as rules to be followed regardless of the situation. In this chapter, we utilise an updated version of the Bronfenbrenner ecological framework of human development to unpack contextual influences on feedback practices at different levels. The framework seeks to integrate and conceptualise the environment and other influences on behaviour. The implication of the interplay of these networked systems on feedback practices and consequences for learners is that a one-size feedback intervention is not suitable for all situations. Promoting feedback by design involves taking context into account for each of the systems. A step forward in terms of scaling up effective feedback practices would be through using this contextual mapping to improve feedback literacy of students and staff. On the basis of our mapping, we highlight the usefulness of ecological models for research and practice in assessment for learning in higher education and propose recommendations for future research.

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Author information

Authors and Affiliations

  1. Deakin University, Burwood, VIC, Australia

    Rola Ajjawi

  2. Monash University, Melbourne, VIC, Australia

    Elizabeth Molloy, Margaret Bearman & Charlotte E. Rees

Authors
  1. Rola Ajjawi
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  2. Elizabeth Molloy
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  3. Margaret Bearman
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  4. Charlotte E. Rees
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Corresponding author

Correspondence to Rola Ajjawi .

Editor information

Editors and Affiliations

  1. Faculty of Education, University of Hong Kong, Hong Kong, Hong Kong

    David Carless

  2. Faculty of Education, University of Hong Kong, Hong Kong, Hong Kong

    Susan M. Bridges

  3. Ctr. Enhancement of Teaching & Learning, University of Hong Kong, Hong Kong, Hong Kong

    Cecilia Ka Yuk Chan

  4. Faculty of Law, University of Hong Kong, Hong Kong, Hong Kong

    Rick Glofcheski

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Ajjawi, R., Molloy, E., Bearman, M., Rees, C.E. (2017). Contextual Influences on Feedback Practices: An Ecological Perspective. In: Carless, D., Bridges, S., Chan, C., Glofcheski, R. (eds) Scaling up Assessment for Learning in Higher Education. The Enabling Power of Assessment, vol 5. Springer, Singapore. https://doi.org/10.1007/978-981-10-3045-1_9

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  • DOI: https://doi.org/10.1007/978-981-10-3045-1_9

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-3043-7

  • Online ISBN: 978-981-10-3045-1

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