Feedback enabled by new technologies as a key component of pedagogy
Abstract: Feedback is crucial for learning but there is evidence of student dissatisfaction with feedback, a lack of clarity or consensus about the nature of feedback and of students failing to make use of feedback opportunities. At the same time possibilities for using new technologies to enable feedback are increasing. In this paper feedback especially that provided by peers is examined within a framework which integrates formative assessment in pedagogy. The importance for learning and opportunities for improving pedagogic practice in relation to feedback are analysed. The paper draws primarily on recent studies on formative assessment and feedback with beginning teachers as well as previous studies with experienced teachers and their classes and online peer support. Findings show that a range of computer and Internet technologies provide opportunities for technology mediated peer feedback through simple and easy to use tools that can be integrated into pedagogical practices both within and beyond the classroom.