Citations (179)
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Nafiseh Taghizadeh Kerman, Omid Noroozi, Seyyed Kazem Banihashem, Morteza Karami & Harm J.A. Biemans. (2024) Online peer feedback patterns of success and failure in argumentative essay writing. Interactive Learning Environments 32:2, pages 614-626.
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Ziene Mottiar, Greg Byrne, Geraldine Gorham & Emma Robinson. (2024) An examination of the impact of COVID-19 on assessment practices in higher education. European Journal of Higher Education 14:1, pages 101-121.
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Omid Noroozi, Seyyed Kazem Banihashem, Nafiseh Taghizadeh Kerman, Marzieh Parvaneh Akhteh Khaneh, Maryam Babaee, Hadis Ashrafi & Harm J.A. Biemans. (2023) Gender differences in students’ argumentative essay writing, peer review performance and uptake in online learning environments. Interactive Learning Environments 31:10, pages 6302-6316.
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Isabella Vainieri, Lisa Thackeray, Saul Hillman, Alejandra Perez, Ruth Roberts & Elena Panagiotopoulou. (2023) Evaluating podcasts as a science communication assessment for postgraduate students. Innovations in Education and Teaching International 0:0, pages 1-14.
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Bianka Malecka & David Boud. (2023) Fostering student motivation and engagement with feedback through ipsative processes. Teaching in Higher Education 28:7, pages 1761-1776.
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Amirhossein Rasooli, Hamed Zandi & Christopher DeLuca. (2023) Measuring Fairness and Justice in the Classroom: A Systematic Review of Instruments’ Validity Evidence. School Psychology Review 52:5, pages 639-664.
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Naomi E. Winstone & Robert A. Nash. (2023) Toward a cohesive psychological science of effective feedback. Educational Psychologist 58:3, pages 111-129.
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Mohammad I. Merhi & Alex Meisami. (2023) Connecting the dots: Web-based assessment platforms and students’ satisfaction. Journal of Education for Business 98:3, pages 126-138.
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Ivonne Lipsch-Wijnen & Kim Dirkx. (2022) A case study of the use of the Hattie and Timperley feedback model on written feedback in thesis examination in higher education. Cogent Education 9:1.
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Brett Wilkie & Andreas Liefeith. (2022) Student experiences of live synchronised video feedback in formative assessment. Teaching in Higher Education 27:3, pages 403-416.
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Emily Faulconer, John Griffith & Amy Gruss. (2022) The impact of positive feedback on student outcomes and perceptions. Assessment & Evaluation in Higher Education 47:2, pages 259-268.
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Cecilia Ka Yuk Chan & Jiahui Luo. (2022) Exploring teacher perceptions of different types of ‘feedback practices’ in higher education: implications for teacher feedback literacy. Assessment & Evaluation in Higher Education 47:1, pages 61-76.
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Muirne Spooner, Catherine Duane, Jane Uygur, Erica Smyth, Brian Marron, Paul J. Murphy & Teresa Pawlikowska. (2022) Self–regulatory learning theory as a lens on how undergraduate and postgraduate learners respond to feedback: A BEME scoping review: BEME Guide No. 66. Medical Teacher 44:1, pages 3-18.
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Julia S. Fuller, Laurie Brantley-Dias, Anissa Lokey-Vega & Lee Woodham Langub. (2021) Learner perceptions: gauging the effectiveness of instructional strategies implemented in one university’s inaugural MOOC. Open Learning: The Journal of Open, Distance and e-Learning 0:0, pages 1-20.
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Tracii Ryan, Michael Henderson, Kris Ryan & Gregor Kennedy. (2021) Designing learner-centred text-based feedback: a rapid review and qualitative synthesis. Assessment & Evaluation in Higher Education 46:6, pages 894-912.
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Emma C. Burns, Andrew J. Martin & Paul A. Evans. (2021) The role of teacher feedback–feedforward and personal best goal setting in students’ mathematics achievement: a goal setting theory perspective. Educational Psychology 41:7, pages 825-843.
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Dermot Breslin. (2021) Finding collective strength in collective despair; exploring the link between generic critical feedback and student performance. Studies in Higher Education 46:7, pages 1312-1324.
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Doug Czajka, Gil Reynders, Courtney Stanford, Renée Cole, Juliette Lantz & Suzanne Ruder. (2021) A Novel Rubric Format for Providing Feedback on Process Skills to STEM Undergraduate Students. Journal of College Science Teaching 50:6, pages 48-56.
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Erik Adalberon. (2021) Providing assessment feedback to pre-service teachers: a study of examiners’ comments. Assessment & Evaluation in Higher Education 46:4, pages 601-614.
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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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Shutao Wang & Demei Zhang. (2020) Perceived teacher feedback and academic performance: the mediating effect of learning engagement and moderating effect of assessment characteristics. Assessment & Evaluation in Higher Education 45:7, pages 973-987.
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Rosemary O’Donnell, Kayla Maloney, Kate Masters & Danny Liu. (2020) Library-Faculty Referencing and Plagiarism Pilot Using Technology-Mediated Feedback for Change. Journal of the Australian Library and Information Association 69:4, pages 523-539.
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Omid Noroozi, Javad Hatami, Arash Bayat, Stan van Ginkel, Harm J. A. Biemans & Martin Mulder. (2020) Students’ online argumentative peer feedback, essay writing, and content learning: does gender matter?. Interactive Learning Environments 28:6, pages 698-712.
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Tracii Ryan, Michael Henderson & Michael Phillips. (2020) Digitally recorded assessment feedback in a secondary school context: student engagement, perception and impact. Technology, Pedagogy and Education 29:3, pages 311-325.
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Martina Van Heerden. (2020) ‘It has a purpose beyond justifying a mark’: examining the alignment between the purpose and practice of feedback. Assessment & Evaluation in Higher Education 45:3, pages 359-371.
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Melissa F. Tindage & Scott A. Myers. (2020) The relationship between college student feedback orientation and classroom engagement. Communication Research Reports 37:1-2, pages 34-43.
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Anne-Marie Adams, Hannah Wilson, Julie Money, Susan Palmer-Conn & Jamie Fearn. (2020) Student engagement with feedback and attainment: the role of academic self-efficacy. Assessment & Evaluation in Higher Education 45:2, pages 317-329.
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Bas T. Agricola, Frans J. Prins & Dominique M. A. Sluijsmans. (2020) Impact of feedback request forms and verbal feedback on higher education students’ feedback perception, self-efficacy, and motivation. Assessment in Education: Principles, Policy & Practice 27:1, pages 6-25.
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Alessandra Sarcona, Dara Dirhan & Patricia Davidson. (2020) An overview of audio and written feedback from students’ and instructors’ perspective. Educational Media International 57:1, pages 47-60.
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Amirhossein Rasooli, Hamed Zandi & Christopher DeLuca. (2019) Conceptualising fairness in classroom assessment: exploring the value of organisational justice theory. Assessment in Education: Principles, Policy & Practice 26:5, pages 584-611.
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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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Florence Kyaruzi, Jan-Willem Strijbos, Stefan Ufer & Gavin T. L. Brown. (2019) Students’ formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania. Assessment in Education: Principles, Policy & Practice 26:3, pages 278-302.
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Lulu Zhang & Ying Zheng. (2018) Feedback as an assessment for learning tool: How useful can it be?. Assessment & Evaluation in Higher Education 43:7, pages 1120-1132.
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Danielle Lavin-Loucks. (2018) North Central Sociological Association 2018 Teaching Address: John F. Schnabel Lecture Teaching as Mentoring; Mentoring as Teaching. Sociological Focus 51:4, pages 267-278.
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Bart Huisman, Nadira Saab, Jan van Driel & Paul van den Broek. (2018) Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance. Assessment & Evaluation in Higher Education 43:6, pages 955-968.
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Tracii Ryan & Michael Henderson. (2018) Feeling feedback: students’ emotional responses to educator feedback. Assessment & Evaluation in Higher Education 43:6, pages 880-892.
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Rebecca Maxwell-Stuart, Babak Taheri, Audrey S. Paterson, Kevin O’Gorman & William Jackson. (2018) Working together to increase student satisfaction: exploring the effects of mode of study and fee status. Studies in Higher Education 43:8, pages 1392-1404.
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Adeela ahmed Shafi, Jenny Hatley, Tristan Middleton, Richard Millican & Sian Templeton. (2018) The role of assessment feedback in developing academic buoyancy. Assessment & Evaluation in Higher Education 43:3, pages 415-427.
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Allyson Mutch, Charlotte Young, Tamzyn Davey & Lisa Fitzgerald. (2018) A journey towards sustainable feedback. Assessment & Evaluation in Higher Education 43:2, pages 248-259.
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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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Sarah Nixon, Simon Brooman, Becky Murphy & Damien Fearon. (2017) Clarity, consistency and communication: using enhanced dialogue to create a course-based feedback strategy. Assessment & Evaluation in Higher Education 42:5, pages 812-822.
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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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Felicity Small & Kath Attree. (2016) Undergraduate student responses to feedback: expectations and experiences. Studies in Higher Education 41:11, pages 2078-2094.
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Karen D. Könings, Daniela Popa, Maike Gerken, Bas Giesbers, Bart C. Rienties, Cees P.M. van der Vleuten & Jeroen J.G. van Merriënboer. (2016) Improving supervision for students at a distance: videoconferencing for group meetings. Innovations in Education and Teaching International 53:4, pages 388-399.
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Karen Murphy & Shane Barry. (2016) Feed-forward: students gaining more from assessment via deeper engagement in video-recorded presentations. Assessment & Evaluation in Higher Education 41:2, pages 213-227.
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Hannah Fawcett & Jeremy Oldfield. (2016) Investigating expectations and experiences of audio and written assignment feedback in first-year undergraduate students. Teaching in Higher Education 21:1, pages 79-93.
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Gwyneth Hughes, Holly Smith & Brian Creese. (2015) Not seeing the wood for the trees: developing a feedback analysis tool to explore feed forward in modularised programmes. Assessment & Evaluation in Higher Education 40:8, pages 1079-1094.
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Maria Assunção Flores, Ana Margarida Veiga Simão, Alexandra Barros & Diana Pereira. (2015) Perceptions of effectiveness, fairness and feedback of assessment methods: a study in higher education. Studies in Higher Education 40:9, pages 1523-1534.
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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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Fiona L. Bird & Robyn Yucel. (2015) Feedback codes and action plans: building the capacity of first-year students to apply feedback to a scientific report. Assessment & Evaluation in Higher Education 40:4, pages 508-527.
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Jeff Kerssen-Griep & Paul L. Witt. (2015) Instructional Feedback III: How Do Instructor Facework Tactics and Immediacy Cues Interact to Predict Student Perceptions of Being Mentored?. Communication Education 64:1, pages 1-24.
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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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Susanne Voelkel & Luciane V. Mello. (2014) Audio Feedback – Better Feedback?. Bioscience Education 22:1, pages 16-30.
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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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Gwyneth Hughes, Elizabeth Wood & Kaori Kitagawa. (2014) Use of self-referential (ipsative) feedback to motivate and guide distance learners. Open Learning: The Journal of Open, Distance and e-Learning 29:1, pages 31-44.
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Renske A.M. de Kleijn, M. Tim Mainhard, Paulien C. Meijer, Mieke Brekelmans & Albert Pilot. (2013) Master’s thesis projects: student perceptions of supervisor feedback. Assessment & Evaluation in Higher Education 38:8, pages 1012-1026.
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Kim Watty, Paul de Lange, Rodney Carr, Brendan O'Connell, Bryan Howieson & Ben Jacobsen. (2013) Accounting Students' Feedback on Feedback in Australian Universities: They're Less Than Impressed. Accounting Education 22:5, pages 467-488.
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Sarita Robinson, Debbie Pope & Lynda Holyoak. (2013) Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students. Assessment & Evaluation in Higher Education 38:3, pages 260-272.
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Sheila A. Hope & Anthony Polwart. (2012) Engagement with Online Pre-exam Formative Tests Improves Exam Performance and Feedback Satisfaction. Bioscience Education 20:1, pages 37-52.
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Harriet Jones, Laura Hoppitt, Helen James, John Prendergast, Stephen Rutherford, Kay Yeoman & Mark Young. (2012) Exploring Students’ Initial Reactions to the Feedback They Receive on Coursework. Bioscience Education 20:1, pages 3-21.
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Jeff Kerssen-Griep & PaulL. Witt. (2012) Instructional Feedback II: How Do Instructor Immediacy Cues and Facework Tactics Interact to Predict Student Motivation and Fairness Perceptions?. Communication Studies 63:4, pages 498-517.
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Lyn Tett, Jenny Hounsell, Hazel Christie, Viviene
E. Cree & Velda McCune. (2012) Learning from feedback? Mature students’ experiences of assessment in higher education. Research in Post-Compulsory Education 17:2, pages 247-260.
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Marja-Leena Hyvärinen, Paavo Tanskanen, Nina Katajavuori & Pekka Isotalus. (2012) Evaluating the use of criteria for assessing profession-specific communication skills in pharmacy. Studies in Higher Education 37:3, pages 291-308.
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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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Paula Mendes, Colin Thomas & Elizabeth Cleaver. (2011) The meaning of prompt feedback and other student perceptions of feedback: should National Student Survey scores be taken at face value?. Engineering Education 6:1, pages 31-39.
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Gwyneth Hughes. (2011) Towards a personal best: a case for introducing ipsative assessment in higher education. Studies in Higher Education 36:3, pages 353-367.
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PaulL. Witt & Jeff Kerssen-Griep. (2011) Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility. Communication Education 60:1, pages 75-94.
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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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Bronwyn Price. (2010) Teaching Effective Literature Use Skills for Research Reports in Geography. Journal of Geography in Higher Education 34:2, pages 247-264.
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AprilR. Trees, Jeff Kerssen-Griep & JonA. Hess. (2009) Earning Influence by Communicating Respect: Facework's Contributions to Effective Instructional Feedback. Communication Education 58:3, pages 397-416.
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Amirhossein Rasooli & Christopher DeLuca. A Critical Review of Fairness from Multiple Perspectives: Implications for Classroom Assessment Theory. Applied Measurement in Education 0:0, pages 1-17.
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Melissa F. Tindage, Daisy Lemus & Cynthia Stohl. Understanding the perceptions of memorable messages about academic performance among students of color in the United States. Journal of Applied Communication Research 0:0, pages 1-18.
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Omid Noroozi, Seyyed Kazem Banihashem, Harm J. A. Biemans, Mattijs Smits, Mariëtte T.W. Vervoort & Caro-Lynn Verbaan. (2023) Design, implementation, and evaluation of an online supported peer feedback module to enhance students’ argumentative essay quality. Education and Information Technologies 28:10, pages 12757-12784.
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Jesmine S. H. Tan, Wenli Chen, Junzhu Su & Guo Su. (2023) The mechanism and effect of class-wide peer feedback on conceptual knowledge improvement: Does different feedback type matter?. International Journal of Computer-Supported Collaborative Learning 18:3, pages 393-424.
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Tao Wu, Maiga Chang & Xiaofen Ye. 2023. Handbook of Research on Advancing Equity and Inclusion Through Educational Technology. Handbook of Research on Advancing Equity and Inclusion Through Educational Technology
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Mayara Simões de Oliveira Castro, Rafael Ferreira Mello, Giuseppe Fiorentino, Olga Viberg, Daniel Spikol, Martine Baars & Dragan Gašević. 2023. Responsive and Sustainable Educational Futures. Responsive and Sustainable Educational Futures
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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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Molk ChakrounVincent R. DionKathleen OuelletAnn GraillonValérie DésiletsMarianne XhignesseChristina St-Onge. (2022) Narrative Assessments in Higher Education: A Scoping Review to Identify Evidence-Based Quality Indicators. Academic Medicine 97:11, pages 1699-1706.
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Hui Yong Tay & Karen W L Lam. (2022) Students’ engagement across a typology of teacher feedback practices. Educational Research for Policy and Practice 21:3, pages 427-445.
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Ushba Rasool, Muhammad Zammad Aslam, Jiancheng Qian & Sami Hussein Hakeem Barzani. (2022) The Effects of Online Supervisory Feedback on Student-Supervisor Communications during the COVID-19. European Journal of Educational Research volume-11-2022:volume-11-issue-3-july-2022, pages 1569-1579.
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Suliman M. N. Alnasser. (2022) EFL Learners’ Perceptions of Integrating Computer-Based Feedback into Writing Classrooms: Evidence From Saudi Arabia. SAGE Open 12:3, pages 215824402211230.
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Mohammad I. Merhi & Alex Meisami. (2021) Learners’ satisfaction with web‐based assessment platforms. Decision Sciences Journal of Innovative Education 20:2, pages 76-88.
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Heidi A. Diefes‐Dux & Laura M. Cruz Castro. (2022) Reflection types and students' viewing of feedback in a first‐year engineering course using standards‐based grading. Journal of Engineering Education 111:2, pages 283-307.
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Kim Dirkx, Desirée Joosten-ten Brinke, Jorik Arts & Migchiel van Diggelen. (2019) In-text and rubric-referenced feedback: Differences in focus, level, and function. Active Learning in Higher Education 22:3, pages 189-201.
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Mercedes Vázquez-Vílchez, Dalia Garrido-Rosales, Beatriz Pérez-Fernández & Alicia Fernández-Oliveras. (2021) Using a Cooperative Educational Game to Promote Pro-Environmental Engagement in Future Teachers. Education Sciences 11:11, pages 691.
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Xiaoming Molly Wu, Helen R. Dixon & Lawrence Jun Zhang. (2021) Sustainable Development of Students’ Learning Capabilities: The Case of University Students’ Attitudes towards Teachers, Peers, and Themselves as Oral Feedback Sources in Learning English. Sustainability 13:9, pages 5211.
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Amin Marei, Susan A. Yoon, Jae-Un Yoo, Thomas Richman, Noora Noushad, Katherine Miller & Jooeun Shim. (2021) Designing Feedback Systems: Examining a Feedback Approach to Facilitation in an Online Asynchronous Professional Development Course for High School Science Teachers. Systems 9:1, pages 10.
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Tracy Griffin Spies. 2021. Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education. Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education
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Marukh Shakir, Mujahid Shah & Munir Khattak. (2020) International ESL Students’ Experiences and Perceptions of Effective and Constructive Feedback Practises on their Academic Writing in MA Programme.. Journal of Business and Social Review in Emerging Economies 6:4, pages 1401-1413.
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Florence Kyaruzi, Jan-Willem Strijbos & Stefan Ufer. (2020) Impact of a Short-Term Professional Development Teacher Training on Students’ Perceptions and Use of Errors in Mathematics Learning. Frontiers in Education 5.
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Bianca A. Simonsmeier, Henrike Peiffer, Maja Flaig & Michael Schneider. (2020) Peer Feedback Improves Students’ Academic Self-Concept in Higher Education. Research in Higher Education 61:6, pages 706-724.
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Susanne Voelkel, Tunde Varga‐Atkins & Luciane V. Mello. (2020) Students tell us what good written feedback looks like. FEBS Open Bio 10:5, pages 692-706.
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Kathryn Haughney, Shawnee Wakeman & Laura Hart. (2020) Quality of Feedback in Higher Education: A Review of Literature. Education Sciences 10:3, pages 60.
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Philipp Sonnleitner & Carrie Kovacs. (2020) Differences Between Students’ and Teachers’ Fairness Perceptions: Exploring the Potential of a Self-Administered Questionnaire to Improve Teachers’ Assessment Practices. Frontiers in Education 5.
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Catherine Paterson, Nathan Paterson, William Jackson & Fiona Work. (2020) What are students' needs and preferences for academic feedback in higher education? A systematic review. Nurse Education Today 85, pages 104236.
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Josh McCarthy. 2020. Technology-Enhanced Formative Assessment Practices in Higher Education. Technology-Enhanced Formative Assessment Practices in Higher Education
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