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Active Learning in Higher Education
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Exploring the Practice of Feedback to Students

Alistair Mutch

Nottingham Trent University, UK

Feedback to students is a vital but relatively underresearched area. An analysis is presented of practice in a complex modular business programme. Attention is drawn to the difficulty of such analysis, but three ways of looking at the text are presented: by modality, by area of concern and by developmental content. A conversational form of feedback with a focus on ‘implied development’ is identified and placed in the context of Bernstein’s notion of an ‘invisible pedagogy’. Such a focus may disadvantage students and the importance of reflection on feedback in the context of knowledge claims at both the module- and the programme level is stressed.

Key Words: assessment • feedback

Active Learning in Higher Education, Vol. 4, No. 1, 24-38 (2003)
DOI: 10.1177/1469787403004001003
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