Citations (73)
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Marlee Mercer & Duygu Biricik Gulseren. (2024) When negative feedback harms: a systematic review of the unintended consequences of negative feedback on psychological, attitudinal, and behavioral responses. Studies in Higher Education 49:4, pages 654-669.
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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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Renske A. M. de Kleijn. (2023) Supporting student and teacher feedback literacy: an instructional model for student feedback processes. Assessment & Evaluation in Higher Education 48:2, pages 186-200.
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Leigh-Anne Hepburn, Madeleine Borthwick, Jane Kerr & Andrey Vasnev. (2022) A strategic framework for delivering ongoing feedback at scale. Assessment & Evaluation in Higher Education 47:5, pages 742-754.
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A. Espasa, T. Guasch, R. M. Mayordomo & M. Martinez-Melo. (2022) Prior experience with online feedback: its influence on students’ engagement. Distance Education 43:3, pages 444-465.
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Karen Olave-Encina. (2022) Experiences of an international student with a visual disability making sense of assessment and feedback. International Journal of Inclusive Education 26:5, pages 466-479.
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Naomi Winstone, David Boud, Phillip Dawson & Marion Heron. (2022) From feedback-as-information to feedback-as-process: a linguistic analysis of the feedback literature. Assessment & Evaluation in Higher Education 47:2, pages 213-230.
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Wei Wei, Yilin Sun & Xiaoshu Xu. (2021) Investigating the impact of increased student feedback literacy level on their expectations on university teachers’ feedback. Assessment & Evaluation in Higher Education 46:7, pages 1092-1103.
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Naomi E. Winstone & David Carless. (2021) Who is feedback for? The influence of accountability and quality assurance agendas on the enactment of feedback processes. Assessment in Education: Principles, Policy & Practice 28:3, pages 261-278.
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Kristine M. Nicolini & Andrew W. Cole. (2020) Minimizing the gap: A thematic analysis of student peer feedback perceptions in face-to-face and online speech workshops. Communication Teacher 34:3, pages 231-247.
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David Carless. (2020) Longitudinal perspectives on students’ experiences of feedback: a need for teacher–student partnerships. Higher Education Research & Development 39:3, pages 425-438.
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Samantha E. A. Gregory, Naomi E. Winstone, Nathan Ridout & Robert A. Nash. (2020) Weak memory for future-oriented feedback: investigating the roles of attention and improvement focus. Memory 28:2, pages 216-236.
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Robyn Preston, Monica Gratani, Kimberley Owens, Poornima Roche, Monika Zimanyi & Bunmi Malau-Aduli. (2020) Exploring the Impact of Assessment on Medical Students’ Learning. Assessment & Evaluation in Higher Education 45:1, pages 109-124.
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Ying Zhan. (2019) Conventional or sustainable? Chinese university students’ thinking about feedback used in their English lessons. Assessment & Evaluation in Higher Education 44:7, pages 973-986.
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Qijie Cai, Bodong Chen, Han Wu & Glenn Trussell. (2019) Using differentiated feedback to improve performance in introductory statistics. Innovations in Education and Teaching International 56:4, pages 434-445.
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David Carless. (2019) Feedback loops and the longer-term: towards feedback spirals. Assessment & Evaluation in Higher Education 44:5, pages 705-714.
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Theda Thomas, Diane Jacobs, Laurine Hurley, Jenny Martin, Svetlana Maslyuk, Mark Lyall & Matthew Ryan. (2019) Students’ perspectives of early assessment tasks in their first-year at university. Assessment & Evaluation in Higher Education 44:3, pages 398-414.
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Billy Wong & Yuan-Li Tiffany Chiu. (2019) Let me entertain you: the ambivalent role of university lecturers as educators and performers. Educational Review 71:2, pages 218-233.
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Phillip Dawson, Michael Henderson, Paige Mahoney, Michael Phillips, Tracii Ryan, David Boud & Elizabeth Molloy. (2019) What makes for effective feedback: staff and student perspectives. Assessment & Evaluation in Higher Education 44:1, pages 25-36.
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David Carless & David Boud. (2018) The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education 43:8, pages 1315-1325.
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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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Wei Wei & Xie Yanmei. (2018) University teachers’ reflections on the reasons behind their changing feedback practice. Assessment & Evaluation in Higher Education 43:6, pages 867-879.
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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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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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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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Hugo Santiago Sanchez & Katie Dunworth. (2015) Issues and agency: postgraduate student and tutor experiences with written feedback. Assessment & Evaluation in Higher Education 40:3, pages 456-470.
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Sharon Pittaway & Tony Dowden. (2014) Providing Students with Written Feedback on Their Assessment: A Collaborative Self-Study Exploring the Nexus of Research and Practice. Studying Teacher Education 10:3, pages 197-209.
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Articles from other publishers (46)
Toni Mäkipää. (2024) Upper secondary students’ perceptions of feedback literacy in second language learning in Finland – A qualitative case study. Teaching and Teacher Education 143, pages 104554.
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Hugo Santiago Sanchez & Lívia de Araujo Donnini Rodrigues. (2024) Pedagogical intentions behind teacher written feedback: The perspectives and practices of an English language teacher educator in Argentina. Journal of English for Academic Purposes 69, pages 101370.
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Behnam Soltani & Lawrence Jun Zhang. (2024) Implementing feedback literacy practices through self-sssessment and peer feedback. Australian Review of Applied Linguistics.
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Yuyang Cai, Qianwen Ge & Yan Yang. (2023) The role of perspective-taking in mediating the relationship between teacher feedback and reading achievement. European Journal of Psychology of Education 39:1, pages 411-430.
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Marlies Schillings, Herma Roebertsen, Hans Savelberg & Diana Dolmans. (2018) A review of educational dialogue strategies to improve academic writing skills. Active Learning in Higher Education 24:2, pages 95-108.
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Javier Márquez, Laura Lazcano, Carmen Bada & José Luis Arroyo-Barrigüete. (2023) Class participation and feedback as enablers of student academic performance. SAGE Open 13:2, pages 215824402311772.
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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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Natalia Dmitrenko & Yuliia Budas. (2023) ROLE OF FEEDBACK IN AUTONOMOUS LEARNING OF PROFESSIONALLY ORIENTED ENGLISH COMMUNICATION. АRS LINGUODIDACTICAE:11, pages 36-43.
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Kyparisia Papanikolaou, Eleni Zalavra & Maria Tzelepi. 2023. Research on E-Learning and ICT in Education. Research on E-Learning and ICT in Education
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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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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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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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Neslihan ÜNLÜOL ÜNAL, Muhammed A. KARAL & Sema TAN. (2022) Examining The Effect of Interactive Feedback Procedure on the Individualized Education Program (IEP) GoalsEtkileşimli Geribildirim Prosedürlerinin Bireyselleştirilmiş Eğitim Programı (BEP) Amaçları Üzerindeki Etkisinin İncelenmesi. Bartın Üniversitesi Eğitim Fakültesi Dergisi 11:3, pages 602-616.
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Andreas Zehetner & Ilona Pezenka. (2022) The lights and darks of unlimited access to information, social media and word of mouth in higher education marketing: Why better-informed students may be less satisfied.. The lights and darks of unlimited access to information, social media and word of mouth in higher education marketing: Why better-informed students may be less satisfied..
Omer Hassan Ali Mahfoodh. (2022) FACTORS INFLUENCING EFL STUDENTS’ UTILISATION OF TEACHER WRITTEN FEEDBACK. TEFLIN Journal: A publication on the teaching and learning of English 33:1, pages 98.
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Sabita Menon & Rosemary K. Clyne. (2022) Uptake of formative feedback: perspective from a transnational education cohort. Essays in Biochemistry 66:1, pages 75-81.
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Angela M. Lui & Heidi L. Andrade. (2022) Inside the Next Black Box: Examining Students’ Responses to Teacher Feedback in a Formative Assessment Context. Frontiers in Education 7.
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Madeleine Pownall, Richard Harris & Pam Blundell-Birtill. (2021) Supporting students during the transition to university in COVID-19: Five key considerations and recommendations for educators. Psychology Learning & Teaching 21:1, pages 3-18.
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Angela M. Lui & Heidi L. Andrade. (2022) The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing. Frontiers in Education 7.
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Keith Gray, Robert Riegler & Michael Walsh. (2022) Students’ feedback experiences and expectations pre- and post-university entry. SN Social Sciences 2:2.
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Namrata Chhabra, Sahiba Kukreja & Sahil Chhabra. (2021) How to Improve the Efficacy of Student Feedback. Indian Pediatrics 59:1, pages 80-86.
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Michael Henderson, Tracii Ryan, David Boud, Phillip Dawson, Michael Phillips, Elizabeth Molloy & Paige Mahoney. (2019) The usefulness of feedback. Active Learning in Higher Education 22:3, pages 229-243.
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Robert A. Nash, Naomi E. Winstone & Samantha E. A. Gregory. (2021) Selective memory searching does not explain the poor recall of future-oriented feedback.. Journal of Applied Research in Memory and Cognition 10:3, pages 467-478.
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Viktoria M. Carr, Andrea P. Francis & Mareike B. Wieth. (2021) The Relationship Between Helicopter Parenting and Fear of Negative Evaluation in College Students. Journal of Child and Family Studies 30:8, pages 1910-1919.
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Christine Padgett, Robyn Louise Moffitt & Rachel Grieve. (2021) More than words: Using digital cues to enhance student perceptions of online assignment feedback. The Internet and Higher Education 49, pages 100789.
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M. R. van Diggelen, K. I. Doulougeri, S. M. Gomez-Puente, G. Bombaerts, K. J. H. Dirkx & R. J. A. Kamp. (2019) Coaching in design-based learning: a grounded theory approach to create a theoretical model and practical propositions. International Journal of Technology and Design Education 31:2, pages 305-324.
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Natalia Dmitrenko & Yuliia Budas. (2021) Application of feedback in autonomous learning of foreign language communication. Bulletin of Luhansk Taras Shevchenko National University 2:8 (346), pages 23-33.
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Daphnée Simard & Michael Zuniga. 2020. Languaging in Language Learning and Teaching. Languaging in Language Learning and Teaching
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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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Jessica S. Kruger & Todd Sage. (2019) Video Grading: Enhancing Clarity and Connection. Journal of Educational Technology Systems 48:3, pages 407-415.
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Fangfei Li & Xiao Lan Curdt-Christiansen. (2020) Teacher feedback in UK higher education: Affective and cognitive perceptions of Chinese postgraduate students. International Journal of Educational Research 104, pages 101674.
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Rebekah Carter, Elizabeth Halcomb, Lucie M. Ramjan, Nathan J. Wilson, Paul Glew & Yenna Salamonson. (2019) Does the use of annotated exemplars by nursing students predict academic performance? A cohort study. Nurse Education Today 80, pages 34-39.
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Fiona D. H. Tan, Peter R. Whipp, Marylène Gagné & Niels Van Quaquebeke. (2018) Students’ perception of teachers’ two-way feedback interactions that impact learning. Social Psychology of Education 22:1, pages 169-187.
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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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Gavin T. L. Brown & Lois R. Harris. 2018. The Cambridge Handbook of Instructional Feedback. The Cambridge Handbook of Instructional Feedback
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Andrea Cockett & Carole Jackson. (2018) The use of assessment rubrics to enhance feedback in higher education: An integrative literature review. Nurse Education Today 69, pages 8-13.
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Katie Dunworth & Hugo Santiago Sanchez. (2018) Mediating factors in the provision of lecturers’ written feedback to postgraduate taught students. International Journal of Educational Research 90, pages 107-116.
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Pei Fen Dawn SIA & Yin Ling CHEUNG. (2017) WRITTEN CORRECTIVE FEEDBACK IN WRITING INSTRUCTION: A QUALITATIVE SYNTHESIS OF RECENT RESEARCH. Issues in Language Studies 6:1.
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Robert A. Nash & Naomi E. Winstone. (2017) Responsibility-Sharing in the Giving and Receiving of Assessment Feedback. Frontiers in Psychology 8.
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Omer Hassan Ali Mahfoodh. (2017) “I feel disappointed”: EFL university students’ emotional responses towards teacher written feedback. Assessing Writing 31, pages 53-72.
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Diana Pereira, Maria Assunção Flores, Ana Margarida Veiga Simão & Alexandra Barros. (2016) Effectiveness and relevance of feedback in Higher Education: A study of undergraduate students. Studies in Educational Evaluation 49, pages 7-14.
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MARRS SARAH, ZUMBRUNN SHARON, McBRIDE CAITLIN & STRINGER JK. (2016) EXPLORING ELEMENTARY STUDENT PERCEPTIONS OF WRITING FEEDBACK. i-manager’s Journal on Educational Psychology 10:1, pages 16.
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David Tuffley & Amy Antonio. (2015) Enhancing Educational Opportunities with Computer-Mediated Assessment Feedback. Future Internet 7:3, pages 294-306.
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