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This book asks how we might conceptualise, design for and evaluate the impact of feedback in higher education. Ultimately, the purpose of feedback is to improve what students can do: therefore, effective feedback must have impact. Students need to be actively engaged in seeking, sense-making and acting upon any information provided to them in order to develop and improve. Feedback can thus be understood as not just the giving of information, but as a complex process integral to teaching and learning in which both teachers and students have an important role to play. The editors challenge us to ask two fundamental questions: when does feedback make a difference, and how can we recognise that impact? This volume draws together leading international researchers across diverse disciplines, offering promising directions for both research and practice.

Didactic strategies --- Didactics of higher education --- feedback --- didactische werkvormen --- College students --- Rating of. --- Educational tests and measuremen. --- Education, Higher. --- Education --- Assessment, Testing and Evaluation. --- Higher Education. --- Learning & Instruction. --- Pedagogic Psychology. --- Psychology. --- Psychology --- Higher education --- Postsecondary education --- Universities and colleges --- College students, Rating of --- Assessment. --- Higher education. --- Learning. --- Instruction. --- Educational psychology. --- Learning process --- Comprehension