Citations (158)
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Karen Gravett & David Carless. (2024) Feedback literacy-as-event: relationality, space and temporality in feedback encounters. Assessment & Evaluation in Higher Education 49:2, pages 142-153.
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Gemma Andújar Moreno & Maria Dolors Cañada Pujols. (2024) Type, level and function of in-text comments in written feedback on specialised translations: an exploratory study. The Interpreter and Translator Trainer 18:1, pages 58-76.
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David Addae & Olivia A. T. F. Kwapong. (2023) PhD Students’ Perceptions of Research Seminars in Doctoral Education: A Case Study. Cogent Education 10:1.
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Dorit Alt, Lior Naamati-Schneider & Daniel J.N. Weishut. (2023) Competency-based learning and formative assessment feedback as precursors of college students’ soft skills acquisition. Studies in Higher Education 48:12, pages 1901-1917.
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Kelly E. Matthews, Joanna Tai, Eimear Enright, David Carless, Caelan Rafferty & Naomi Winstone. (2023) Transgressing the boundaries of ‘students as partners’ and ‘feedback’ discourse communities to advance democratic education. Teaching in Higher Education 28:7, pages 1503-1517.
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Natalie-Jane Howard. (2023) Lecturer professional identities in gamification: a socio-material perspective. Learning, Media and Technology 48:3, pages 476-492.
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James Wood. (2023) Enabling feedback seeking, agency and uptake through dialogic screencast feedback. Assessment & Evaluation in Higher Education 48:4, pages 464-484.
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Chunping Zheng, Lili Wang & Ching Sing Chai. (2023) Self-assessment first or peer-assessment first: effects of video-based formative practice on learners’ English public speaking anxiety and performance. Computer Assisted Language Learning 36:4, pages 806-839.
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William E. Donald & Neil Ford. (2023) Fostering social mobility and employability: the case for peer learning. Teaching in Higher Education 28:3, pages 672-678.
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Zhengdong Gan, Jinbo He, Lawrence Jun Zhang & Randall Schumacker. (2023) Examining the Relationships between Feedback Practices and Learning Motivation. Measurement: Interdisciplinary Research and Perspectives 21:1, pages 38-50.
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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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Choo Mui Cheong, Na Luo, Xinhua Zhu, Qi Lu & Wei Wei. (2023) Self-assessment complements peer assessment for undergraduate students in an academic writing task. Assessment & Evaluation in Higher Education 48:1, pages 135-148.
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Pedro C. Mellado-Moreno, Carmen Lacave, Pablo Sánchez-Antolín & Ana I. Molina. (2022) Factors related to teaching quality: a validated questionnaire to assess teaching in Spanish higher education. Cogent Education 9:1.
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Xiaosa Li & Ping Ke. (2022) An empirical study of peer feedback in translation didactics: quality, response and student perceptions. Assessment & Evaluation in Higher Education 47:8, pages 1231-1244.
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Veronica Rovagnati & Edd Pitt. (2022) Exploring intercultural dialogic interactions between individuals with diverse feedback literacies. Assessment & Evaluation in Higher Education 47:7, pages 1057-1070.
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Poppy Gibson, Rebecca Clarkson & Mike Scott. (2022) Promoting potential through purposeful inclusive assessment for distance learners. Distance Education 43:4, pages 543-555.
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Xiujuan Sun & John Trent. (2022) Promoting agentive feedback engagement through dialogically minded approaches in doctoral writing supervision. Innovations in Education and Teaching International 59:4, pages 387-397.
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Naomi E. Winstone, Rola Ajjawi, Kim Dirkx & David Boud. (2022) Measuring what matters: the positioning of students in feedback processes within national student satisfaction surveys. Studies in Higher Education 47:7, pages 1524-1536.
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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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David Nicol & Geethanjali Selvaretnam. (2022) Making internal feedback explicit: harnessing the comparisons students make during two-stage exams. Assessment & Evaluation in Higher Education 47:4, pages 507-522.
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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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Thomas de Lange & Anne Line Wittek. (2022) Analysing the constitution of trust in peer-based teacher mentoring groups – a sociocultural perspective. Teaching in Higher Education 27:3, pages 337-351.
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Veronica Rovagnati, Edd Pitt & Naomi Winstone. (2022) Feedback cultures, histories and literacies: international postgraduate students’ experiences. Assessment & Evaluation in Higher Education 47:3, pages 347-359.
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James Wood. (2022) Making peer feedback work: the contribution of technology-mediated dialogic peer feedback to feedback uptake and literacy. Assessment & Evaluation in Higher Education 47:3, pages 327-346.
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Karen Gravett. (2022) Feedback literacies as sociomaterial practice. Critical Studies in Education 63:2, pages 261-274.
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Carme Armengol-Asparó, Cristina Mercader & Georgeta Ion. (2022) Making peer-feedback more efficient: what conditions of its delivery make the difference?. Higher Education Research & Development 41:2, pages 226-239.
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Cedomir Gladovic, Joanna Hong-Meng Tai & Phillip Dawson. (2022) Qualitative approaches to researching evaluative judgement in pedagogical activities: a case study. Assessment & Evaluation in Higher Education 47:2, pages 231-244.
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Shulin Yu & Lianjiang Jiang. (2022) Doctoral students’ engagement with journal reviewers’ feedback on academic writing. Studies in Continuing Education 44:1, pages 87-104.
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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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Naomi E. Winstone, Erica G. Hepper & Robert A. Nash. (2021) Individual differences in self-reported use of assessment feedback: the mediating role of feedback beliefs. Educational Psychology 41:7, pages 844-862.
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David Nicol. (2021) The power of internal feedback: exploiting natural comparison processes. Assessment & Evaluation in Higher Education 46:5, pages 756-778.
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Zhengdong Gan, Guangwei Hu, Wenjiao Wang, Honghan Nang & Zhujun An. (2021) Feedback behaviour and preference in university academic English courses: associations with English language self-efficacy. Assessment & Evaluation in Higher Education 46:5, pages 740-755.
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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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Shulin Yu. (2021) Giving genre-based peer feedback in academic writing: sources of knowledge and skills, difficulties and challenges. Assessment & Evaluation in Higher Education 46:1, pages 36-53.
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Linlin Xu, Lin Sophie Teng & Jinting Cai. (2021) Feedback engagement of Chinese international doctoral students. Studies in Continuing Education 43:1, pages 119-135.
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Lucinda McKnight, Sue Bennett & Scott Webster. (2020) Quality and tyranny: competing discourses around a compulsory rubric. Assessment & Evaluation in Higher Education 45:8, pages 1192-1204.
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Linlin Xu & Jiehui Hu. (2020) Language feedback responses, voices and identity (re)construction: Experiences of Chinese international doctoral students. Innovations in Education and Teaching International 57:6, pages 724-735.
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Gale Macleod, Neil Lent, Xiaomeng Tian, Yunying Liang, Meredith Moore & Shrawani Sen. (2020) Balancing supportive relationships and developing independence: an activity theory approach to understanding feedback in context for master’s students. Assessment & Evaluation in Higher Education 45:7, pages 958-972.
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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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Jiming Zhou, Yongyan Zheng & Joanna Hong-Meng Tai. (2020) Grudges and gratitude: the social-affective impacts of peer assessment. Assessment & Evaluation in Higher Education 45:3, pages 345-358.
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Anne-Marie Adams, Hannah Wilson, Julie Money, Susan Palmer-Conn & Jamie Fearn. (2020) Student engagement with feedback and attainment: the role of academic self-efficacy. Assessment & Evaluation in Higher Education 45:2, pages 317-329.
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Bas T. Agricola, Frans J. Prins & Dominique M. A. Sluijsmans. (2020) Impact of feedback request forms and verbal feedback on higher education students’ feedback perception, self-efficacy, and motivation. Assessment in Education: Principles, Policy & Practice 27:1, pages 6-25.
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Lee A. Adam, Jo Oranje, Alison M. Rich & Alison Meldrum. (2020) Advancing dental education: feedback processes in the clinical learning environment. Journal of the Royal Society of New Zealand 50:1, pages 144-157.
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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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Michael Henderson, Tracii Ryan & Michael Phillips. (2019) The challenges of feedback in higher education. Assessment & Evaluation in Higher Education 44:8, pages 1237-1252.
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Michael Henderson, Michael Phillips, Tracii Ryan, David Boud, Phillip Dawson, Elizabeth Molloy & Paige Mahoney. (2019) Conditions that enable effective feedback. Higher Education Research & Development 38:7, pages 1401-1416.
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Karen Gravett & Naomi E. Winstone. (2019) ‘Feedback interpreters’: the role of learning development professionals in facilitating university students’ engagement with feedback. Teaching in Higher Education 24:6, pages 723-738.
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Stephen George-Williams, Mary-Rose Carroll, Angela Ziebell, Christopher Thompson & Tina Overton. (2019) Curtailing marking variation and enhancing feedback in large scale undergraduate chemistry courses through reducing academic judgement: a case study. Assessment & Evaluation in Higher Education 44:6, pages 881-893.
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Naomi Winstone & David Boud. (2019) Exploring cultures of feedback practice: the adoption of learning-focused feedback practices in the UK and Australia. Higher Education Research & Development 38:2, pages 411-425.
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Paige Mahoney, Susie Macfarlane & Rola Ajjawi. (2019) A qualitative synthesis of video feedback in higher education. Teaching in Higher Education 24:2, pages 157-179.
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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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Teresa Guasch, Anna Espasa & Montserrat Martinez-Melo. (2019) The art of questioning in online learning environments: the potentialities of feedback in writing. Assessment & Evaluation in Higher Education 44:1, pages 111-123.
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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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Jill R. D. MacKay, Kirsty Hughes, Hazel Marzetti, Neil Lent & Susan M. Rhind. (2019) Using National Student Survey (NSS) qualitative data and social identity theory to explore students’ experiences of assessment and feedback. Higher Education Pedagogies 4:1, pages 315-330.
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Robert Bing-You, Subha Ramani, Saradha Ramesh, Victoria Hayes, Kalli Varaklis, Denham Ward & Maria Blanco. (2019) The interplay between residency program culture and feedback culture: a cross-sectional study exploring perceptions of residents at three institutions. Medical Education Online 24:1.
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Rachelle Esterhazy. (2018) What matters for productive feedback? Disciplinary practices and their relational dynamics. Assessment & Evaluation in Higher Education 43:8, pages 1302-1314.
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Edd Pitt & Naomi Winstone. (2018) The impact of anonymous marking on students’ perceptions of fairness, feedback and relationships with lecturers. Assessment & Evaluation in Higher Education 43:7, pages 1183-1193.
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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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Thomas de Lange & Line Wittek. (2018) Creating shared spaces: developing teaching through peer supervision groups. Mind, Culture, and Activity 25:4, pages 324-339.
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Qiyun Zhu & David Carless. (2018) Dialogue within peer feedback processes: clarification and negotiation of meaning. Higher Education Research & Development 37:4, pages 883-897.
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Chie Adachi, Joanna Hong-Meng Tai & Phillip Dawson. (2018) Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education. Assessment & Evaluation in Higher Education 43:2, pages 294-306.
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Yueting Xu & David Carless. (2017) ‘Only true friends could be cruelly honest’: cognitive scaffolding and social-affective support in teacher feedback literacy. Assessment & Evaluation in Higher Education 42:7, pages 1082-1094.
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James Thompson, Don Houston, Kathryn Dansie, Timothy Rayner, Timothy Pointon, Simon Pope, Anthea Cayetano, Brad Mitchell & Hugh Grantham. (2017) Student & tutor consensus: a partnership in assessment for learning. Assessment & Evaluation in Higher Education 42:6, pages 942-952.
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Edd Pitt & Lin Norton. (2017) ‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it. Assessment & Evaluation in Higher Education 42:4, pages 499-516.
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Jessica To. (2016) ‘This is not what I need’: conflicting assessment feedback beliefs in a post-secondary institution in Hong Kong. Research in Post-Compulsory Education 21:4, pages 447-467.
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Ying Zhan, Zhi Hong Wan & Munty Khon. What predicts undergraduates’ student feedback literacy? Impacts of epistemic beliefs and mediation of critical thinking. Teaching in Higher Education 0:0, pages 1-19.
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