Book review: Elkington, S. and Irons, A. (eds.) (2025) Formative assessment and feedback in post-digital learning environments: disciplinary case studies in higher education. New York: Routledge.

Authors

DOI:

https://doi.org/10.47408/jldhe.vi38.1805

Keywords:

formative assessment, feedback literacy, postdigital education, digital pedagogy, higher education

Author Biography

Celeste McLaughlin, University of Edinburgh

Celeste McLaughlin is based in the Institute for Academic Development at the University of Edinburgh. She contributes to the Postgraduate Certificate in Academic Practice and leads the Designing Curricula and Learning Environments course. She has been teaching in tertiary education for 25 years and is a Senior Fellow of Advance HE (SFHEA). Her research interests include exploring postdigital teaching and learning environments, and she has recently completed a part-time PhD on the topic of hybrid teaching. Celeste has contributed to national and international research projects funding by Jisc, the QAA, and Universitas 21.

References

Carless, D. and Boud, D. (2018) ‘The development of student feedback literacy: enabling uptake of feedback’, Assessment & Evaluation in Higher Education, 43(8), pp. 1315–1325. Available at: https://doi.org/10.1080/02602938.2018.1463354

Carless, D. and Winstone, N. (2020) ‘Teacher feedback literacy and its interplay with student feedback literacy’, Teaching in Higher Education, 28(1), pp. 150–163. Available at: https://doi.org/10.1080/13562517.2020.1782372

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Published

11-12-2025

How to Cite

McLaughlin, C. (2025). Book review: Elkington, S. and Irons, A. (eds.) (2025) Formative assessment and feedback in post-digital learning environments: disciplinary case studies in higher education. New York: Routledge. Journal of Learning Development in Higher Education, (38). https://doi.org/10.47408/jldhe.vi38.1805

Issue

No. 38 (2025)

Section

Reviews

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