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Anahuac Valero Haro, Omid Noroozi, Harm J. A. Biemans, Martin Mulder & Seyyed Kazem Banihashem. (2023) How does the type of online peer feedback influence feedback quality, argumentative essay writing quality, and domain-specific learning?. Interactive Learning Environments 0:0, pages 1-20.
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Katia Ciampa & Zora M. Wolfe. (2023) From isolation to collaboration: creating an intentional community of practice within the doctoral dissertation proposal writing process. Teaching in Higher Education 28:3, pages 487-503.
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Tristan Middleton, Adeela ahmed Shafi, Richard Millican & Sian Templeton. (2023) Developing effective assessment feedback: academic buoyancy and the relational dimensions of feedback. Teaching in Higher Education 28:1, pages 118-135.
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Naomi E. Winstone & David Boud. (2022) The need to disentangle assessment and feedback in higher education. Studies in Higher Education 47:3, pages 656-667.
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Krishneel Reddy, Tony Harland, Rob Wass & Nave Wald. (2021) Student peer review as a process of knowledge creation through dialogue. Higher Education Research & Development 40:4, pages 825-837.
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Peter Wolstencroft & Leanne de Main. (2021) ‘Why didn’t you tell me that before?’ Engaging undergraduate students in feedback and feedforward within UK higher education. Journal of Further and Higher Education 45:3, pages 312-323.
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Lesley J. Morrell. (2021) Iterated assessment and feedback improves student outcomes. Studies in Higher Education 46:3, pages 485-496.
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Angela Choi Fung Tam. (2021) Undergraduate students’ perceptions of and responses to exemplar-based dialogic feedback. Assessment & Evaluation in Higher Education 46:2, pages 269-285.
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Charlie Smith. (2021) How does the medium affect the message? Architecture students’ perceptions of the relative utility of different feedback methods. Assessment & Evaluation in Higher Education 46:1, pages 54-67.
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Betty Tärning, Yeon Joo Lee, Richard Andersson, Kristian Månsson, Agneta Gulz & Magnus Haake. (2020) Assessing the black box of feedback neglect in a digital educational game for elementary school. Journal of the Learning Sciences 29:4-5, pages 511-549.
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Michael Page, John Gardner & Joe Booth. (2020) Validating written feedback in clinical formative assessment. Assessment & Evaluation in Higher Education 45:5, pages 697-713.
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Jennifer Hill & Harry West. (2020) Improving the student learning experience through dialogic feed-forward assessment. Assessment & Evaluation in Higher Education 45:1, pages 82-97.
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Anahuac Valero Haro, Omid Noroozi, Harm J.A. Biemans & Martin Mulder. (2019) The effects of an online learning environment with worked examples and peer feedback on students’ argumentative essay writing and domain-specific knowledge acquisition in the field of biotechnology. Journal of Biological Education 53:4, pages 390-398.
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Lisa Wiltbank, Kurt Williams, Rachel Salter, Lauren Marciniak, Emily Sederstrom, Melody McConnell, Erika Offerdahl, Jeffrey Boyer & Jennifer Momsen. (2019) Student perceptions and use of feedback during active learning: a new model from repeated stimulated recall interviews. Assessment & Evaluation in Higher Education 44:3, pages 431-448.
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Anna Steen-Utheim & Therese N Hopfenbeck. (2019) To do or not to do with feedback. A study of undergraduate students’ engagement and use of feedback within a portfolio assessment design. Assessment & Evaluation in Higher Education 44:1, pages 80-96.
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Edd Pitt & Naomi Winstone. (2018) The impact of anonymous marking on students’ perceptions of fairness, feedback and relationships with lecturers. Assessment & Evaluation in Higher Education 43:7, pages 1183-1193.
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Marianne Ellegaard, Linn Damsgaard, Jesper Bruun & Bjørn Friis Johannsen. (2018) Patterns in the form of formative feedback and student response. Assessment & Evaluation in Higher Education 43:5, pages 727-744.
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Deliang Man, Yiqin Xu & John Mitchell O’Toole. (2018) Understanding autonomous peer feedback practices among postgraduate students: a case study in a Chinese university. Assessment & Evaluation in Higher Education 43:4, pages 527-536.
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Chadi Aoun, Savanid Vatanasakdakul & Karyne Ang. (2018) Feedback for thought: examining the influence of feedback constituents on learning experience. Studies in Higher Education 43:1, pages 72-95.
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Chris Cookson. (2017) Voices from the East and West: congruence on the primary purpose of tutor feedback in higher education. Assessment & Evaluation in Higher Education 42:7, pages 1168-1179.
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Yueting Xu & David Carless. (2017) ‘Only true friends could be cruelly honest’: cognitive scaffolding and social-affective support in teacher feedback literacy. Assessment & Evaluation in Higher Education 42:7, pages 1082-1094.
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Emma Mulliner & Matthew Tucker. (2017) Feedback on feedback practice: perceptions of students and academics. Assessment & Evaluation in Higher Education 42:2, pages 266-288.
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Rola Ajjawi & David Boud. (2017) Researching feedback dialogue: an interactional analysis approach. Assessment & Evaluation in Higher Education 42:2, pages 252-265.
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Naomi E. Winstone, Robert A. Nash, Michael Parker & James Rowntree. (2017) Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes. Educational Psychologist 52:1, pages 17-37.
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Kristi Mumm, Mari Karm & Marvi Remmik. (2016) Assessment for learning: Why assessment does not always support student teachers’ learning. Journal of Further and Higher Education 40:6, pages 780-803.
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Maria Jackson & Leah Marks. (2016) Improving the effectiveness of feedback by use of assessed reflections and withholding of grades. Assessment & Evaluation in Higher Education 41:4, pages 532-547.
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Angela J. McLean, Carol H. Bond & Helen D. Nicholson. (2015) An anatomy of feedback: a phenomenographic investigation of undergraduate students' conceptions of feedback. Studies in Higher Education 40:5, pages 921-932.
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Martin Barker & Michelle Pinard. (2014) Closing the feedback loop? Iterative feedback between tutor and student in coursework assessments. Assessment & Evaluation in Higher Education 39:8, pages 899-915.
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Leopold Bayerlein. (2014) Students’ feedback preferences: how do students react to timely and automatically generated assessment feedback?. Assessment & Evaluation in Higher Education 39:8, pages 916-931.
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Alasdair Blair, Alun Wyburn-Powell, Mark Goodwin & Sam Shields. (2014) Can dialogue help to improve feedback on examinations?. Studies in Higher Education 39:6, pages 1039-1054.
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Lesley J. Morrell. (2014) Use of Feed-forward Mechanisms in a Novel Research-led Module. Bioscience Education 22:1, pages 70-81.
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Georgina Fyfe, Sue Fyfe, Jan Meyer, Mel Ziman, Kathy Sanders & Julie Hill. (2014) Students reflecting on test performance and feedback: an on-line approach. Assessment & Evaluation in Higher Education 39:2, pages 179-194.
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Jinrui Li & Rosemary De Luca. (2014) Review of assessment feedback. Studies in Higher Education 39:2, pages 378-393.
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Shirley V. Scott. (2014) Practising what we preach: towards a student-centred definition of feedback. Teaching in Higher Education 19:1, pages 49-57.
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Paul Orsmond & Stephen Merry. (2013) The importance of self-assessment in students’ use of tutors’ feedback: a qualitative study of high and non-high achieving biology undergraduates. Assessment & Evaluation in Higher Education 38:6, pages 737-753.
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Paul Orsmond, Stephen Merry & Arthur Callaghan. (2013) Communities of practice and ways to learning: charting the progress of biology undergraduates. Studies in Higher Education 38:6, pages 890-906.
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Min Yang & David Carless. (2013) The feedback triangle and the enhancement of dialogic feedback processes. Teaching in Higher Education 18:3, pages 285-297.
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Paul Orsmond, Stephen J. Maw, Julian R. Park, Stephen Gomez & Anne C. Crook. (2013) Moving feedback forward: theory to practice. Assessment & Evaluation in Higher Education 38:2, pages 240-252.
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Brian Irwin, Stuart Hepplestone, Graham Holden, Helen J. Parkin & Louise Thorpe. (2013) Engaging students with feedback through adaptive release. Innovations in Education and Teaching International 50:1, pages 51-61.
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Francis Q. Brearley & W. Rod Cullen. (2012) Providing Students with Formative Audio Feedback. Bioscience Education 20:1, pages 22-36.
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Sheila A Hope. (2011) Making Movies: The Next Big Thing in Feedback?. Bioscience Education 18:1, pages 1-14.
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Carol Evans & Michael Waring. (2011) Exploring students' perceptions of feedback in relation to cognitive styles and culture. Research Papers in Education 26:2, pages 171-190.
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Paul Orsmond & Stephen Merry. (2011) Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback. Assessment & Evaluation in Higher Education 36:2, pages 125-136.
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David Nicol. (2010) From monologue to dialogue: improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education 35:5, pages 501-517.
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D. Royce Sadler. (2010) Beyond feedback: developing student capability in complex appraisal. Assessment & Evaluation in Higher Education 35:5, pages 535-550.
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Ruth Bevan, Joanne Badge, Alan Cann, Chris Willmott & Jon Scott. (2008) Seeing Eye-to-Eye? Staff and Student Views on Feedback. Bioscience Education 12:1, pages 1-15.
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Karen Ellery. (2008) Assessment for learning: a case study using feedback effectively in an essay‐style test. Assessment & Evaluation in Higher Education 33:4, pages 421-429.
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Stephen Merry & Paul Orsmond. (2008) Students’ Attitudes to and Usage of Academic Feedback Provided Via Audio Files. Bioscience Education 11:1, pages 1-11.
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Alf Lizzio & Keithia Wilson. (2008) Feedback on assessment: students’ perceptions of quality and effectiveness. Assessment & Evaluation in Higher Education 33:3, pages 263-275.
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Vidar Gynnild, Anders Holstad & Dag Myrhaug. (2008) Identifying and promoting self‐regulated learning in higher education: roles and responsibilities of student tutors. Mentoring & Tutoring: Partnership in Learning 16:2, pages 147-161.
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Ann Poulos & Mary Jane Mahony. (2008) Effectiveness of feedback: the students’ perspective. Assessment & Evaluation in Higher Education 33:2, pages 143-154.
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BethR. Crisp. (2007) Is it worth the effort? How feedback influences students’ subsequent submission of assessable work. Assessment & Evaluation in Higher Education 32:5, pages 571-581.
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Neil Duncan. (2007) ‘Feed‐forward’: improving students' use of tutors' comments. Assessment & Evaluation in Higher Education 32:3, pages 271-283.
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Valentina Grion, Juliana Raffaghelli, Beatrice Doria & Anna Serbati. Students’ perceptions on different sources of self-feedback. Educational Research and Evaluation 0:0, pages 1-23.
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Maria Assunção Flores, Ana Margarida Veiga Simão, Paula Costa Ferreira, Diana Pereira, Alexandra Barros, Paulo Flores, Eva Lopes Fernandes & Luís Costa. Online learning, perceived difficulty and the role of feedback in COVID-19 times. Research in Post-Compulsory Education 0:0, pages 1-21.
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Muirne Spooner, James Larkin, Siaw Cheok Liew, Mohamed Hasif Jaafar, Samuel McConkey & Teresa Pawlikowska. (2023) “Tell me what is ‘better’!” How medical students experience feedback, through the lens of self-regulatory learning. BMC Medical Education 23:1.
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