Citations (73)
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Yan (Olivia) Zhang & Ken Hyland. (2024) Mediated performance in the feedback process: reinforcing improvement. Studies in Higher Education 49:3, pages 518-533.
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Sirak Sahle, Yirga A. Siawk & Hailay T. Gebremariam. (2023) Effects of peer-editing on L2 writing achievement among secondary school students in Ethiopia. Cogent Education 10:1.
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Richard Harris, Pam Blundell-Birtill & Madeleine Pownall. (2023) Development and evaluation of two interventions to improve students’ reflection on feedback. Assessment & Evaluation in Higher Education 48:5, pages 672-685.
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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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Karen Mountain, Wilma Teviotdale, Jonathan Duxbury & Jenny Oldroyd. (2023) Are they taking action? Accounting undergraduates’ engagement with assessment criteria and self-regulation development. Accounting Education 32:1, pages 34-60.
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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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Jennifer Keenahan & Daniel McCrum. (2021) Developing interdisciplinary understanding and dialogue between Engineering and Architectural students: design and evaluation of a problem-based learning module. European Journal of Engineering Education 46:4, pages 575-603.
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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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Erkan Er, Yannis Dimitriadis & Dragan Gašević. (2021) A collaborative learning approach to dialogic peer feedback: a theoretical framework. Assessment & Evaluation in Higher Education 46:4, pages 586-600.
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Jennifer Hill, Ruth L. Healey, Harry West & Chantal Déry. (2021) Pedagogic partnership in higher education: encountering emotion in learning and enhancing student wellbeing. Journal of Geography in Higher Education 45:2, pages 167-185.
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Erkan Er, Yannis Dimitriadis & Dragan Gašević. (2021) Collaborative peer feedback and learning analytics: theory-oriented design for supporting class-wide interventions. Assessment & Evaluation in Higher Education 46:2, pages 169-190.
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Peter Grainger. (2020) How do pre-service teacher education students respond to assessment feedback?. Assessment & Evaluation in Higher Education 45:7, pages 913-925.
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Colin Wood & Gareth Jones. (2020) Evaluating the nature of summative feedback on electronically submitted work at a UK University: implications for post-compulsory education. Research in Post-Compulsory Education 25:4, pages 420-444.
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Heidi L. Andrade & Susan M. Brookhart. (2020) Classroom assessment as the co-regulation of learning. Assessment in Education: Principles, Policy & Practice 27:4, pages 350-372.
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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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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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Astrid Schmulian & Stephen A. Coetzee. (2019) Students’ experience of team assessment with immediate feedback in a large accounting class. Assessment & Evaluation in Higher Education 44:4, pages 516-532.
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Peter Grainger, Deborah Heck & Michael Christie. (2019) Evaluating the efficacy of Masters coursework criteria sheets using a 10 question framework. Journal of Further and Higher Education 43:3, pages 396-405.
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D Morley, S Bettles & C Derham. (2019) The exploration of students’ learning gain following immersive simulation – the impact of feedback. Higher Education Pedagogies 4:1, pages 368-384.
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Rola Ajjawi & David Boud. (2018) Examining the nature and effects of feedback dialogue. Assessment & Evaluation in Higher Education 43:7, pages 1106-1119.
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A. Espasa, T. Guasch, R.M. Mayordomo, M. Martínez-Melo & D. Carless. (2018) A Dialogic Feedback Index measuring key aspects of feedback processes in online learning environments. Higher Education Research & Development 37:3, pages 499-513.
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Susan J. Deeley. (2018) Using technology to facilitate effective assessment for learning and feedback in higher education. Assessment & Evaluation in Higher Education 43:3, pages 439-448.
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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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Martina van Heerden, Sherran Clarence & Sharita Bharuthram. (2017) What lies beneath: exploring the deeper purposes of feedback on student writing through considering disciplinary knowledge and knowers. Assessment & Evaluation in Higher Education 42:6, pages 967-977.
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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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Katie Dunworth & Hugo Santiago Sanchez. (2016) Perceptions of quality in staff-student written feedback in higher education: a case study. Teaching in Higher Education 21:5, pages 576-589.
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Gail Crimmins, Gregory Nash, Florin Oprescu, Marama Liebergreen, Janet Turley, Richard Bond & Jeanne Dayton. (2016) A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships. Assessment & Evaluation in Higher Education 41:1, pages 141-153.
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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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Clare Carruthers, Brenda McCarron, Peter Bolan, Adrian Devine, Una McMahon-Beattie & Amy Burns. (2015) ‘I like the sound of that’ – an evaluation of providing audio feedback via the virtual learning environment for summative assessment. Assessment & Evaluation in Higher Education 40:3, pages 352-370.
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Abby Cathcart, Dominique Greer & Larry Neale. (2014) Learner-focused evaluation cycles: facilitating learning using feedforward, concurrent and feedback evaluation. Assessment & Evaluation in Higher Education 39:7, pages 790-802.
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Alan Cann. (2014) Engaging Students with Audio Feedback. Bioscience Education 22:1, pages 31-41.
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Articles from other publishers (42)
Mahmood Yenkimaleki, Vincent J. van Heuven & Mostafa Hosseini. (2023) The effect of providing feedback and feedforward in prosody instruction for developing listening comprehension skills by interpreter trainees. Foreign Language Annals 57:1, pages 184-200.
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Liyin Zhang, Mian Wu & Fan Ouyang. (2023) The design and implementation of a teaching and learning analytics tool in a face-to-face, small-sized course in China’s higher education. Education and Information Technologies 29:3, pages 2697-2720.
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John Stewart Clark & Matthew Terrett. (2024) Developing a second language listening and speaking assessment instrument for Use in student-led seminars in a chinese middle school english language acquisition class. International Journal of Chinese Education 13:1.
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Xin Zheng, Lisha Luo & Chenlu Liu. (2022) Facilitating Undergraduates’ Online Self-Regulated Learning: The Role of Teacher Feedback. The Asia-Pacific Education Researcher 32:6, pages 805-816.
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Magda Kloppers & Erika Potgieter. (2023) Your feedback procedure, my inspiration: Enhancing student achievement through assessment. South African Journal of Education 43:1, pages 1-11.
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Gregory J. Cizek & Slki N. Lim. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Teresa Michelle Pidduck & Nadia Bauer. (2021) Perceptions of online self- and peer-assessment: accounting students in a large undergraduate cohort. Journal of Applied Research in Higher Education 14:4, pages 1480-1495.
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Murad Abdu Saeed, Mohammed Abdullah Alharbi & Amr Abdullatif Yassin. (2021) Sustaining Synchronous Interaction Effectiveness in Distance Writing Courses: A Mixed Method Study in a KSA University. Sustainability 13:24, pages 13675.
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Nicky Dulfer & Firoozeh Akhlaghi Koopaei. (2021) Moving from Feedback to Feedforward in IBDP classrooms. Journal of Research in International Education 20:2, pages 101-113.
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Catherine F. Flynn. 2021. Curriculum Development and Online Instruction for the 21st Century. Curriculum Development and Online Instruction for the 21st Century
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Karen Lisette Perry, Molly Frendo Londgren & Claire Vinten. (2020) Perceptions of the feedback process: a case study of veterinary residents and supervisors. Veterinary Record 187:11, pages 449-449.
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M.R. Noon & E.L.J. Eyre. (2020) A feedforward approach to teaching, learning and assessment in an undergraduate sports science module. Journal of Hospitality, Leisure, Sport & Tourism Education 27, pages 100257.
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Gabrielle Hansen. (2020) Formative assessment as a collaborative act. Teachers` intention and students` experience: Two sides of the same coin, or?. Studies in Educational Evaluation 66, pages 100904.
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Katie Piper, Julia Morphet & James Bonnamy. (2019) Improving student-centered feedback through self-assessment. Nurse Education Today 83, pages 104193.
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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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Bent Sortkær. (2019) Feedback for everybody? Exploring the relationship between students’ perceptions of feedback and students’ socioeconomic status. British Educational Research Journal 45:4, pages 717-735.
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Gloria Contreras Pérez & Carmen Gloria Zúñiga González. (2019) Prácticas y concepciones de retroalimentación en Formación Inicial Docente. Educação e Pesquisa 45.
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琳玉 廖. (2019) The Effect of Peer Feedback on English Student-Teacher Training in Chinese Higher Education. Overseas English Testing: Pedagogy and Research 01:01, pages 36-46.
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Iryna Ashby, Secil Caskurlu & Marisa Exter. (2018) Evolving roles of faculty at an emerging hybrid competency‐based transdisciplinary program. The Journal of Competency-Based Education 3:1.
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Maria do Rosario Rodrigues, Ana Luisa Oliveira Pires & Ana Maria Pessoa. (2017) Higher education students' perspectives on the use of ePortfolios.: An exploratory study in the context of the Degree in Basic Education. Higher education students' perspectives on the use of ePortfolios.: An exploratory study in the context of the Degree in Basic Education.
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Aric Katz, Ronnie Tepper & Avraham Shtub. (2017) Simulation Training: Evaluating the Instructor’s Contribution to a Wizard of Oz Simulator in Obstetrics and Gynecology Ultrasound Training. JMIR Medical Education 3:1, pages e8.
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Philip R. A. Baker, Daniel P. Francis & Abby Cathcart. (2017) A Mock Randomized Controlled Trial With Audience Response Technology for Teaching and Learning Epidemiology. Asia Pacific Journal of Public Health 29:3, pages 229-240.
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