Citations (41)
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Marion Heron, Emma Medland, Naomi Winstone & Edd Pitt. (2023) Developing the relational in teacher feedback literacy: exploring feedback talk. Assessment & Evaluation in Higher Education 48:2, pages 172-185.
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Ian M. Kinchin, Naomi E. Winstone & Emma Medland. (2021) Considering the concept of recipience in student learning from a modified Bernsteinian perspective. Studies in Higher Education 46:11, pages 2296-2308.
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Karen Olave-Encina, Karen Moni & Peter Renshaw. (2021) Exploring the emotions of international students about their feedback experiences. Higher Education Research & Development 40:4, pages 810-824.
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Joan Simons, Stephen Leverett & Kythe Beaumont. (2020) Success of distance learning graduates and the role of intrinsic motivation. Open Learning: The Journal of Open, Distance and e-Learning 35:3, pages 277-293.
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Laetitia Cassells. (2018) The effectiveness of early identification of ‘at risk’ students in higher education institutions. Assessment & Evaluation in Higher Education 43:4, pages 515-526.
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Vijay Kumar & Elke Stracke. (2018) Reframing doctoral examination as teaching. Innovations in Education and Teaching International 55:2, pages 219-227.
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Stefan Sellbjer. (2018) “Have you read my comments? It is not noticeable. Change!” An analysis of feedback given to students who have failed examinations. Assessment & Evaluation in Higher Education 43:2, pages 163-174.
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Eleanor Hawe & Helen Dixon. (2017) Assessment for learning: a catalyst for student self-regulation. Assessment & Evaluation in Higher Education 42:8, pages 1181-1192.
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Ann MacPhail & Frances Murphy. (2017) Too much freedom and autonomy in the enactment of assessment? Assessment in physical education in Ireland. Irish Educational Studies 36:2, pages 237-252.
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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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Stefan Sellbjer. (2017) Meaning in constant flow – university teachers’ understanding of examination tasks. Assessment & Evaluation in Higher Education 42:2, pages 182-194.
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Victor López-Pastor & Alvaro Sicilia-Camacho. (2017) Formative and shared assessment in higher education. Lessons learned and challenges for the future. Assessment & Evaluation in Higher Education 42:1, pages 77-97.
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Sandy Sieminski, Julie Messenger & Sam Murphy. (2016) Case study: what supports students to improve their grades?. Open Learning: The Journal of Open, Distance and e-Learning 31:2, pages 141-151.
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Gabrielle Nudelman & Jane English. (2016) Language Enrichment revisited: evolving theories and practice in Professional Communication Studies. Southern African Linguistics and Applied Language Studies 34:1, pages 17-26.
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Christopher DeLuca, Don Klinger, Jamie Pyper & Judy Woods. (2015) Instructional Rounds as a professional learning model for systemic implementation of Assessment for Learning. Assessment in Education: Principles, Policy & Practice 22:1, pages 122-139.
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Russell Cross & Kieran O'Loughlin. (2013) Continuous assessment frameworks within university English Pathway Programs: realizing formative assessment within high-stakes contexts. Studies in Higher Education 38:4, pages 584-594.
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Tony Dowden, Sharon Pittaway, Helen Yost & Robyn McCarthy. (2013) Students’ perceptions of written feedback in teacher education: ideally feedback is a continuing two-way communication that encourages progress. Assessment & Evaluation in Higher Education 38:3, pages 349-362.
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Harry Torrance. (2012) Formative assessment at the crossroads: conformative, deformative and transformative assessment. Oxford Review of Education 38:3, pages 323-342.
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Articles from other publishers (23)
Benjamin Ajibade & Catherine Hayes. (2023) An interpretive phenomenological analysis of nursing student perceptions of summative assessment feedback using LEGO® Serious Play®. Higher Education, Skills and Work-Based Learning.
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Susanne Narciss & Joerg Zumbach. 2023. International Handbook of Psychology Learning and Teaching. International Handbook of Psychology Learning and Teaching
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Siobhan Davis, Brett Duane, Andrew Loxley & Duana Quigley. (2022) The evaluation of an evidence-based model of feedback implemented on an undergraduate dental clinical learning environment. BMC Medical Education 22:1.
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Muhammet SÖNMEZ & Fatih Çetin ÇETİNKAYA. (2022) The Effect of formative assessment on reading comprehensionThe Effect of formative assessment on reading comprehension. International Journal of Assessment Tools in Education 9:Special Issue, pages 88-108.
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Elif Polat, Sinan Hopcan, Ebru Albayrak & Hatice Yildiz Durak. (2022) Examining the effect of feedback type and gender on computing achievements, engagement, flipped learning readiness, and autonomous learning in online flipped classroom. Computer Applications in Engineering Education 30:6, pages 1641-1655.
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Tracey Carlyon & Margaret Naufahu. (2022) Academic staff within vocational education responding to learners needs. International Journal of Training and Development 26:2, pages 364-379.
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Jin-Jy Shieh, Barry Lee Reynolds & Xuan Van Ha. 2022. Handbook of Research on Teacher Education. Handbook of Research on Teacher Education
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Susanne Narciss & Jörg Zumbach. 2020. International Handbook of Psychology Learning and Teaching. International Handbook of Psychology Learning and Teaching
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Prithvi N. ShresthaPrithvi N. Shrestha. 2020. Dynamic Assessment of Students’ Academic Writing. Dynamic Assessment of Students’ Academic Writing
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Moez Athimni. 2020. Feedback in L2 English Writing in the Arab World. Feedback in L2 English Writing in the Arab World
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Katia Ciampa & Zora Wolfe. (2019) Preparing for dissertation writing: doctoral education students’ perceptions. Studies in Graduate and Postdoctoral Education 10:2, pages 86-108.
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Rebecca Dibbs. (2019) Forged in failure: engagement patterns for successful students repeating calculus. Educational Studies in Mathematics 101:1, pages 35-50.
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Gabrielle Hansen & Regine Ringdal. (2018) Formative assessment as a future step in maintaining the mastery-approach and performance-avoidance goal stability. Studies in Educational Evaluation 56, pages 59-70.
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Anna Steen-Utheim & Anne Line Wittek. (2017) Dialogic feedback and potentialities for student learning. Learning, Culture and Social Interaction 15, pages 18-30.
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Christina Chung-Wai Han & Min Yang. 2017. Emerging Practices in Scholarship of Learning and Teaching in a Digital Era. Emerging Practices in Scholarship of Learning and Teaching in a Digital Era
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David Carless. 2017. Scaling up Assessment for Learning in Higher Education. Scaling up Assessment for Learning in Higher Education
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Kristine Ludvigsen, Rune Krumsvik & Bjarte Furnes. (2015) Creating formative feedback spaces in large lectures. Computers & Education 88, pages 48-63.
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Marc Lafuente Martínez, Ibis M. Álvarez Valdivia & Ana Remesal Ortiz. (2015) Making learning more visible through e-assessment: implications for feedback. Journal of Computing in Higher Education 27:1, pages 10-27.
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Gul Shahzad Sarwar & David L. Trumpower. (2015) Effects of conceptual, procedural, and declarative reflection on students’ structural knowledge in physics. Educational Technology Research and Development 63:2, pages 185-201.
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Carol Evans. (2013) Making Sense of Assessment Feedback in Higher Education. Review of Educational Research 83:1, pages 70-120.
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Ian Clark. (2012) Formative Assessment: Assessment Is for Self-regulated Learning. Educational Psychology Review 24:2, pages 205-249.
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Prithvi Shrestha & Caroline Coffin. (2012) Dynamic assessment, tutor mediation and academic writing development. Assessing Writing 17:1, pages 55-70.
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Mohammad Ali Salmani Nodoushan. (2011) The Interface Of Interim Assessment And Feedback: An Opinion Paper. i-manager’s Journal on Educational Psychology 4:3, pages 1-8.
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