Citations (50)
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Read on this site (27)
Shuting (Alice) Sun, Xuesong (Andy) Gao, Bita Dwi Rahmani, Priyanka Bose & Chris Davison. (2023) Student voice in assessment and feedback (2011–2022): a systematic review. Assessment & Evaluation in Higher Education 48:7, pages 1009-1024.
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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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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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Murad Abdu Saeed & Huda Suleiman Al Qunayeer. (2022) Exploring teacher interactive e-feedback on students’ writing through Google Docs: factors promoting interactivity and potential for learning. The Language Learning Journal 50:3, pages 360-377.
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Malin Sellberg, Kirsti Skavberg Roaldsen, Malin Nygren-Bonnier & Alexandra Halvarsson. (2022) Clinical supervisors’ experience of giving feedback to students during clinical integrated learning. Physiotherapy Theory and Practice 38:1, pages 122-131.
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James Wood. (2021) A dialogic technology-mediated model of feedback uptake and literacy. Assessment & Evaluation in Higher Education 46:8, pages 1173-1190.
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Krishneel Reddy, Tony Harland, Rob Wass & Nave Wald. (2021) Student peer review as a process of knowledge creation through dialogue. Higher Education Research & Development 40:4, pages 825-837.
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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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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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Huda Suleiman Al Qunayeer. (2020) Supporting postgraduates in research proposals through peer feedback in a Malaysian university. Journal of Further and Higher Education 44:7, pages 956-970.
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Narelle Eather, Brad Jones, Andrew Miller & Philip J. Morgan. (2020) Evaluating the impact of a coach development intervention for improving coaching practices in junior football (soccer): The “MASTER” pilot study. Journal of Sports Sciences 38:11-12, pages 1441-1453.
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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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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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Lynn Clouder, Jacqueline Cawston, Katherine Wimpenny, Ahmed Khalifa Aly Mehanna, Youcef Hdouch, Iman Raissouni & Karima Selmaoui. (2019) The role of assistive technology in renegotiating the inclusion of students with disabilities in higher education in North Africa. Studies in Higher Education 44:8, pages 1344-1357.
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Rachelle Esterhazy & Crina Damşa. (2019) Unpacking the feedback process: an analysis of undergraduate students’ interactional meaning-making of feedback comments. Studies in Higher Education 44:2, pages 260-274.
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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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Susan J. Deeley, Moira Fischbacher-Smith, Dimitar Karadzhov & Elina Koristashevskaya. (2019) Exploring the ‘wicked’ problem of student dissatisfaction with assessment and feedback in higher education. Higher Education Pedagogies 4:1, pages 385-405.
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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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Susan J. Deeley & Catherine Bovill. (2017) Staff student partnership in assessment: enhancing assessment literacy through democratic practices. Assessment & Evaluation in Higher Education 42:3, pages 463-477.
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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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Kristi Mumm, Mari Karm & Marvi Remmik. (2016) Assessment for learning: Why assessment does not always support student teachers’ learning. Journal of Further and Higher Education 40:6, pages 780-803.
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Jennie Stewart, Sivaramkumar Shanmugam & Christopher Seenan. (2016) Developing 21st century graduate attributes: incorporating novel teaching strategies in a physiotherapy curriculum. European Journal of Physiotherapy 18:3, pages 194-199.
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Tansy Jessop & Barbara Maleckar. (2016) The influence of disciplinary assessment patterns on student learning: a comparative study. Studies in Higher Education 41:4, pages 696-711.
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Ya Ping (Amy) Hsiao, Francis Brouns, Jan van Bruggen & Peter B. Sloep. (2015) Effects of training peer tutors in content knowledge versus tutoring skills on giving feedback to help tutees’ complex tasks. Educational Studies 41:5, pages 499-512.
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Alasdair Blair, Alun Wyburn-Powell, Mark Goodwin & Sam Shields. (2014) Can dialogue help to improve feedback on examinations?. Studies in Higher Education 39:6, pages 1039-1054.
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Peter Williams, Jane Wray, Helen Farrall & Jo Aspland. (2014) Fit for purpose: traditional assessment is failing undergraduates with learning difficulties. Might eAssessment help?. International Journal of Inclusive Education 18:6, pages 614-625.
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Yuhuan Zhao, Fuhui Zhang, Christian D. Schunn, Ping He, Di Li & Yifan Zhao. Feedback, feedback-on-feedback and re-feedback: effects of written dialogic peer feedback on English as a foreign language writing. Assessment & Evaluation in Higher Education 0:0, pages 1-16.
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Articles from other publishers (23)
Delia Muste & Tamari Ivanidze. (2023) Feedback on Students’ Performance: Possible Ways of Enhancing Students’ Success with Formative Assessment. Educatia 21:26, pages 34-38.
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Jill A. Boggs & Rosa M. Manchón. (2023) Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas. Assessing Writing 58, pages 100786.
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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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Crook Stephanie. (2022) A Social-Constructionist Review of Feedback and Revision Research: How Perceptions of Written Feedback Might Influence Understandings of Revision Processes. College Composition & Communication 73:3, pages 593-614.
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Susan J. DeeleySusan J. Deeley. 2022. Assessment and Service-Learning in Higher Education. Assessment and Service-Learning in Higher Education
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Fiona D.H. Tan, Peter R. Whipp, Marylène Gagné & Niels Van Quaquebeke. (2020) Expert teacher perceptions of two-way feedback interaction. Teaching and Teacher Education 87, pages 102930.
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Joyce Kahembe & Liz JacksonJoyce Kahembe & Liz Jackson. 2020. Educational Assessment in Tanzania. Educational Assessment in Tanzania
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Michael Pugh & Fiona Veitch. (2018) Undergraduate peer review, reading and writing: reflecting on experiences from an International Politics module. European Political Science 18:2, pages 335-350.
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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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Alasdair Blair, Steven Griggs & Eleanor Mackillop. (2017) Engaging students as co-producers: A critical reflection on the policy commission model. Politics 38:4, pages 514-530.
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Joanne Seal. (2018) Specialist community public health nursing: Understanding and exploring assessment for learning. Journal of Health Visiting 6:5, pages 248-253.
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Charlotte Chalmers, Elaine Mowat & Maggie Chapman. (2017) Marking and providing feedback face-to-face: Staff and student perspectives. Active Learning in Higher Education 19:1, pages 35-45.
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Heather Connolly & Dorothy Spiller. (2017) Developing Knowledge Connections to Promote an Integrated Learning Experience for Students in a First Year Management Course. Journal of Management Education 41:6, pages 873-906.
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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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helen williams & nicola smith. (2017) feedback: critiquing practice, moving forward. European Political Science 16:2, pages 159-178.
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Alasdair Blair. (2016) Understanding first-year students’ transition to university: A pilot study with implications for student engagement, assessment, and feedback. Politics 37:2, pages 215-228.
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Linda C. McSwiggan & Maureen Campbell. (2017) Can podcasts for assessment guidance and feedback promote self-efficacy among undergraduate nursing students? A qualitative study. Nurse Education Today 49, pages 115-121.
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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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Martin Johnson. (2016) Feedback effectiveness in professional learning contexts. Review of Education 4:2, pages 195-229.
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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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Jiangmei Yuan & ChanMin Kim. (2015) Effective Feedback Design Using Free Technologies. Journal of Educational Computing Research 52:3, pages 408-434.
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Muhammad Kashif, Attiq ur Rehman, Zaida Mustafa & Sara Basharat. (2014) Pakistani Higher Degree students' Views of Feedback on Assessment: Qualitative study. The International Journal of Management Education 12:2, pages 104-114.
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Alasdair Blair, Steven Curtis & Sam Mcginty. (2012) Is Peer Feedback an Effective Approach for Creating Dialogue in Politics?. European Political Science 12:1, pages 102-115.
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