Citations (30)
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Read on this site (14)
Martina van Heerden. (2021) (How) do written comments feed-forward? A translation device for developing tutors’ feedback-giving literacy. Innovations in Education and Teaching International 58:5, pages 555-564.
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Monika Bader, Tony Burner, Sarah Hoem Iversen & Zoltan Varga. (2019) Student perspectives on formative feedback as part of writing portfolios. Assessment & Evaluation in Higher Education 44:7, pages 1017-1028.
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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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Kelly Richards, Tamara Bell & Angela Dwyer. (2017) Training Sessional Academic Staff to Provide Quality Feedback on University Students' Assessment: Lessons From a Faculty of Law Learning and Teaching Project. The Journal of Continuing Higher Education 65:1, pages 25-34.
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Raoul Mulder, Chi Baik, Ryan Naylor & Jon Pearce. (2014) How does student peer review influence perceptions, engagement and academic outcomes? A case study. Assessment & Evaluation in Higher Education 39:6, pages 657-677.
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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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Clair Hughes. (2013) A case study of assessment of graduate learning outcomes at the programme, course and task level. Assessment & Evaluation in Higher Education 38:4, pages 492-506.
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Diana Glenn, Fay Patel, Salah Kutieleh, Jane Robbins, Heather Smigiel & Alan Wilson. (2012) Perceptions of optimal conditions for teaching and learning: a case study from Flinders University. Higher Education Research & Development 31:2, pages 201-215.
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Ron Fisher, Jillian Cavanagh & Angela Bowles. (2011) Assisting transition to university: using assessment as a formative learning tool. Assessment & Evaluation in Higher Education 36:2, pages 225-237.
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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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David Carless. (2007) Conceptualizing pre‐emptive formative assessment. Assessment in Education: Principles, Policy & Practice 14:2, pages 171-184.
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David Carless. (2007) Learning‐oriented assessment: conceptual bases and practical implications. Innovations in Education and Teaching International 44:1, pages 57-66.
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Articles from other publishers (16)
Amy Hankins & Christine Harrington. (2022) Lack of High-Quality, Frequent Feedback Contributes to Low Success Rates for Community College Students. Impacting Education: Journal on Transforming Professional Practice 7:4, pages 2-7.
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Nouf Jazaa Aljohani. (2022) Longitudinal study of a procedure for training low-proficiency english language students. Asian-Pacific Journal of Second and Foreign Language Education 7:1.
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Ee Von Lau & Alpha Agape Gopalai. 2022. Collaborative Active Learning. Collaborative Active Learning
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Amal, K., Al-Khalifa & Marie Devlin. (2020) Evaluating a Peer Assessment Approach in Introductory Programming Courses. Evaluating a Peer Assessment Approach in Introductory Programming Courses.
May Abdul Ghaffar, Megan Khairallah & Sara Salloum. (2020) Co-constructed rubrics and assessment for learning: The impact on middle school students’ attitudes and writing skills. Assessing Writing 45, pages 100468.
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Alia MoserAlia Moser. 2020. Written Corrective Feedback: The Role of Learner Engagement. Written Corrective Feedback: The Role of Learner Engagement
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Orlando E. González Pérez & Juan P. Trevino. (2019) Learning-oriented assessment in action: impact on students of physics for engineering. International Journal on Interactive Design and Manufacturing (IJIDeM) 13:4, pages 1485-1501.
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Anders Jonsson & Ernesto Panadero. 2018. The Cambridge Handbook of Instructional Feedback. The Cambridge Handbook of Instructional Feedback
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Jane Rand. (2017) Misunderstandings and mismatches: The collective disillusionment of written summative assessment feedback. Research in Education 97:1, pages 33-48.
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Ricky Lam. (2014) Can student-generated test materials support learning?. Studies in Educational Evaluation 43, pages 95-108.
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Huang-Yao Hong. (2014) Exploring College Students’ Perceptions of Learning and Online Performance in a Knowledge Building Environment. The Asia-Pacific Education Researcher 23:3, pages 511-522.
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Raoul A Mulder, Jon M Pearce & Chi Baik. (2014) Peer review in higher education: Student perceptions before and after participation. Active Learning in Higher Education 15:2, pages 157-171.
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Ollie Jones & Andrea Gorra. (2013) Assessment feedback only on demand: Supporting the few not supplying the many. Active Learning in Higher Education 14:2, pages 149-161.
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Anders Jonsson. (2012) Facilitating productive use of feedback in higher education. Active Learning in Higher Education 14:1, pages 63-76.
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Alan Gleaves & Caroline Walker. (2013) Richness, redundancy or relational salience? A comparison of the effect of textual and aural feedback modes on knowledge elaboration in higher education students' work. Computers & Education 62, pages 249-261.
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Valorie Leonard & Rolland LeBrasseur. (2008) Individual assignments and academic dishonesty — Exploring the learning Conundrum. The Australian Educational Researcher 35:1, pages 37-56.
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