Citations (40)
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Sherene Hattingh & Maria Northcote. (2023) Personalising online assessments: a systematic literature review. Journal of Further and Higher Education 47:10, pages 1420-1436.
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Oluwafolakemi Grace. Ala, Hongtao Yang & Ayodeji A. Ala. (2023) Leveraging integrated peer-assisted learning clusters as a support for online learning. Interactive Learning Environments 31:6, pages 3744-3756.
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Emily Faulconer & John Griffith. (2023) Science Assessments as a Learning Opportunity Feedforward With Multiple Attempts. Journal of College Science Teaching 52:4, pages 3-5.
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Saeed Latifi, Omid Noroozi & Ebrahim Talaee. (2023) Worked example or scripting? Fostering students’ online argumentative peer feedback, essay writing and learning. Interactive Learning Environments 31:2, pages 655-669.
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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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Marlies Schillings, Herma Roebertsen, Hans Savelberg, Anne van Dijk & Diana Dolmans. (2021) Improving the understanding of written peer feedback through face-to-face peer dialogue: students’ perspective. Higher Education Research & Development 40:5, pages 1100-1116.
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Emily Faulconer, J. C. Griffith & H. Frank. (2021) If at first you do not succeed: student behavior when provided feedforward with multiple trials for online summative assessments. Teaching in Higher Education 26:4, pages 586-601.
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Henk Louw, Juan Steyn & Jessica Pool. (2020) Utilising lecturer input to inform the design of an audio e-assessment tool. Southern African Linguistics and Applied Language Studies 38:4, pages 269-281.
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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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Carla Bohndick, Christina M. Menne, Susanne Kohlmeyer & Heike M. Buhl. (2020) Feedback in internet-based self-assessments and its effects on acceptance and motivation. Journal of Further and Higher Education 44:6, pages 717-728.
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Omid Noroozi & Javad Hatami. (2019) The effects of online peer feedback and epistemic beliefs on students’ argumentation-based learning. Innovations in Education and Teaching International 56:5, pages 548-557.
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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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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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Sarah Shi Hui Wong & Stephen Wee Hun Lim. (2019) Prevention–Permission–Promotion: A Review of Approaches to Errors in Learning. Educational Psychologist 54:1, pages 1-19.
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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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Articles from other publishers (25)
Stefanie Zegowitz. (2023) Evaluating the use of e-assessment in a first-year pure mathematics module. Teaching Mathematics and Its Applications 42:2, pages 109-125.
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Yongliang Wang, Ali Derakhshan, Ziwen Pan & Farhad Ghiasvand. (2023) Chinese EFL Teachers’ Writing Assessment Feedback Literacy: A Scale Development and Validation Study. Assessing Writing 56, pages 100726.
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Ecenaz Alemdag & Zahide Yildirim. (2022) Effectiveness of online regulation scaffolds on peer feedback provision and uptake: A mixed methods study. Computers & Education 188, pages 104574.
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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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María Fernanda Rodríguez, Miguel Nussbaum, Leyla Yunis, Tomás Reyes, Danilo Alvares, Jean Joublan & Patricio Navarrete. (2022) Using scaffolded feedforward and peer feedback to improve problem-based learning in large classes. Computers & Education 182, pages 104446.
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Murray Lane & Deanna Meth. (2021) Exploring impacts on students as givers of teaching feedback. Quality Assurance in Education 29:2/3, pages 225-237.
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Oluwafolakemi Ala & Hongtao Yang. (2021) On Integrated Peer-Assisted Learning Clusters Among Students in a Nigerian University. International Journal of Information and Communication Technology Education 18:1, pages 1-14.
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Sofia Hadjieconomou & Michal Tombs. (2021) Postgraduate students’ perceptions of what makes for effective assessment feedback: a case study of a clinical masters course. Postgraduate Medical Journal 97:1150, pages 491-494.
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Fee Christoph, Westley Weimer & Kevin Angstadt. (2021) The Early Bird Gets the Worm: Major Retention in CS3. The Early Bird Gets the Worm: Major Retention in CS3.
Fabienne M. Van der Kleij & Anastasiya A. Lipnevich. (2020) Student perceptions of assessment feedback: a critical scoping review and call for research. Educational Assessment, Evaluation and Accountability 33:2, pages 345-373.
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Jennie M. Carr, Karen Santos Rogers & Gibbs Kanyongo. (2021) Improving student and faculty communication: the impact of texting and electronic feedback on building relationships and the perception of care. Research in Learning Technology 29.
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Saeed Latifi, Omid Noroozi & Ebrahim Talaee. (2021) Peer feedback or peer feedforward? Enhancing students’ argumentative peer learning processes and outcomes. British Journal of Educational Technology 52:2, pages 768-784.
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Jan-Willem Strijbos, Ron Pat-El & Susanne Narciss. (2021) Structural validity and invariance of the Feedback Perceptions Questionnaire. Studies in Educational Evaluation 68, pages 100980.
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Marcelo Guerra Hahn, Silvia Margarita Baldiris Navarro, Luis De La Fuente Valentin & Daniel Burgos. (2021) A Systematic Review of the Effects of Automatic Scoring and Automatic Feedback in Educational Settings. IEEE Access 9, pages 108190-108198.
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Oluwafolakemi Grace Ala, Hongtao Yang & Bamidele Kehinde Ala. (2021) Characteristics and comparison of peer-assisted learning interactions among university students in Harbin, China. Social Sciences & Humanities Open 4:1, pages 100164.
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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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N. P. Subheesh & Satya Sundar Sethy. (2020) Learning through Assessment and Feedback Practices: A Critical Review of Engineering Education Settings. EURASIA Journal of Mathematics, Science and Technology Education 16:3.
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Ryan Outlaw, Jason A. Colquitt, Michael D. Baer & Hudson Sessions. (2019) How fair versus how long: An integrative theory‐based examination of procedural justice and procedural timeliness. Personnel Psychology 72:3, pages 361-391.
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Okan Bulut, Maria Cutumisu, Alexandra M. Aquilina & Deepak Singh. (2019) Effects of Digital Score Reporting and Feedback on Students' Learning in Higher Education. Frontiers in Education 4.
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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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Omid Noroozi & Martin Mulder. (2017) Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction. Biochemistry and Molecular Biology Education 45:1, pages 31-39.
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Omid Noroozi, Harm Biemans & Martin Mulder. (2016) Relations between scripted online peer feedback processes and quality of written argumentative essay. The Internet and Higher Education 31, pages 20-31.
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T. van Oordt & Ingrid Mulder. (2016) Implementing basic e-learning tools into an undergraduate taxation curriculum. Meditari Accountancy Research 24:3, pages 341-367.
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Erica Suchman. (2015) The Use of Online Pre-Lab Assessments Compared with Written Pre-Lab Assignments Requiring Experimental Result Prediction Shows No Difference in Student Performance. Journal of Microbiology & Biology Education 16:2, pages 266-268.
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Leopold Bayerlein. (2015) Curriculum innovation in undergraduate accounting degree programmes through “virtual internships”. Education + Training 57:6, pages 673-684.
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