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Editorial, Vol 19.3

Elizabeth Molloy

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References


Billett, S., Cain, M., & Hai Le, A. (2016). Augmenting higher education students’ work experiences: Preferred purposes and processes. Studies in Higher Education, 43(7), 1279–1294. doi:10.1080/03075079.2016.1250073

Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. doi:10.1080/02602938.2018.1463354

Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Ryan, T., Boud, D., & Molloy, E. (2018). What makes for effective feedback: Staff and student perspectives. Assessment & Evaluation in Higher Education. Advance online publication. doi:10.1080/02602938.2018.1467877

Noble, C., Sly, C., Collier, L., Armit, L., Hilder, J., & Molloy, E. (2018). Enhancing feedback literacy in the workplace: A learner-centred approach. In S. Billett, J. M. Newton, G. Rogers, & C. Noble (Eds.), Augmenting health and social care students’ clinical learning experiences: Outcomes and processes (pp. 1–22). Dordrecht, The Netherlands: Springer.

Telio, S., Ajjawi, R., & Regehr, G. (2015). The “educational alliance” as a framework for reconceptualizing feedback in medical education. Academic Medicine, 90(5), 609–614.




DOI: http://dx.doi.org/10.11157/fohpe.v19i3.325

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