Citations (120)
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Chin-Hsi Lin, Keyi Zhou, Shiyun Yang & Zhong Sun. (2023) Developing an evaluation framework for vocabulary-learning apps. Interactive Learning Environments 31:10, pages 7377-7391.
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Weiping Wu & Lijie Dan. (2023) Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations. Asia Pacific Journal of Education 43:3, pages 936-938.
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Mohammad I. Merhi & Alex Meisami. (2023) Connecting the dots: Web-based assessment platforms and students’ satisfaction. Journal of Education for Business 98:3, pages 126-138.
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Jack Bullock & Gareth Henry. (2023) Quality, community and access: an examination of student decision-making to study undergraduate degrees in two further education colleges. Journal of Further and Higher Education 47:2, pages 280-296.
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Jawad Golzar, Seyed Ebrahim Momenzadeh & Mir Abdullah Miri. (2022) Afghan English teachers’ and students’ perceptions of formative assessment: A comparative analysis. Cogent Education 9:1.
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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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Xin Zhao, Andrew Cox, Ally Lu & Anas Alsuhaibani. (2022) A comparison of student and staff perceptions and feelings about assessment and feedback using cartoon annotation. Journal of Further and Higher Education 46:5, pages 586-604.
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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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Dennis Foung & Lucas Kohnke. (2022) The development and validation of the Feedback in Learning Scale (FLS): a replication study. Educational Research and Evaluation 27:1-2, pages 164-187.
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Julia Kasch, Peter Van Rosmalen, Maartje Henderikx & Marco Kalz. (2022) The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer-feedback dispositions. Assessment & Evaluation in Higher Education 47:1, pages 15-28.
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Emer O’Malley, Anne-Maria Scanlon, Lucy Alpine & Sinéad McMahon. (2021) Enabling the feedback process in work-based learning: an evaluation of the 5 minute feedback form. Assessment & Evaluation in Higher Education 46:7, pages 1020-1034.
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Ashley J.G. Gill. (2021) Difficulties and support in the transition to higher education for non-traditional students. Research in Post-Compulsory Education 26:4, pages 410-441.
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Bas T. Agricola, Frans J. Prins, Marieke F. van der Schaaf & Jan van Tartwijk. (2021) Supervisor and Student Perspectives on Undergraduate Thesis Supervision in Higher Education. Scandinavian Journal of Educational Research 65:5, pages 877-897.
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Mabel O. Rivera & Glennda K. McKeithan. (2021) High-leverage social, emotional and behavioural practices for students with disabilities in inclusive settings. Educational Review 73:4, pages 436-450.
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Joanna Kolak, Sarah. H. Norgate, Padraic Monaghan & Gemma Taylor. (2021) Developing evaluation tools for assessing the educational potential of apps for preschool children in the UK. Journal of Children and Media 15:3, pages 410-430.
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Dermot Breslin. (2021) Finding collective strength in collective despair; exploring the link between generic critical feedback and student performance. Studies in Higher Education 46:7, pages 1312-1324.
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Doug Czajka, Gil Reynders, Courtney Stanford, Renée Cole, Juliette Lantz & Suzanne Ruder. (2021) A Novel Rubric Format for Providing Feedback on Process Skills to STEM Undergraduate Students. Journal of College Science Teaching 50:6, pages 48-56.
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Erik Adalberon. (2021) Providing assessment feedback to pre-service teachers: a study of examiners’ comments. Assessment & Evaluation in Higher Education 46:4, pages 601-614.
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Naomi Winstone, Jessica Bourne, Emma Medland, Irina Niculescu & Roger Rees. (2021) “Check the grade, log out”: students’ engagement with feedback in learning management systems. Assessment & Evaluation in Higher Education 46:4, pages 631-643.
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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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Lisa-Angelique Lim, Shane Dawson, Dragan Gašević, Srecko Joksimović, Abelardo Pardo, Anthea Fudge & Sheridan Gentili. (2021) Students’ perceptions of, and emotional responses to, personalised learning analytics-based feedback: an exploratory study of four courses. Assessment & Evaluation in Higher Education 46:3, pages 339-359.
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Emma Jones, Michael Priestley, Liz Brewster, Susan J. Wilbraham, Gareth Hughes & Leigh Spanner. (2021) Student wellbeing and assessment in higher education: the balancing act. Assessment & Evaluation in Higher Education 46:3, pages 438-450.
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Martijn Leenknecht, Lisette Wijnia, Martine Köhlen, Luke Fryer, Remy Rikers & Sofie Loyens. (2021) Formative assessment as practice: the role of students’ motivation. Assessment & Evaluation in Higher Education 46:2, pages 236-255.
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Annika Silvervarg, Rachel Wolf, Kristen Pilner Blair, Magnus Haake & Agneta Gulz. (2021) How teachable agents influence students’ responses to critical constructive feedback. Journal of Research on Technology in Education 53:1, pages 67-88.
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Marieke Thurlings & Migchiel van Diggelen. (2021) Perceptions of practical knowledge of learning and feedback among academic teachers. European Journal of Engineering Education 46:1, pages 139-160.
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Naomi Winstone, Edd Pitt & Robert Nash. (2021) Educators’ perceptions of responsibility-sharing in feedback processes. Assessment & Evaluation in Higher Education 46:1, pages 118-131.
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Balakrishnan Ashokka, Chaoyan Dong, Lawrence Siu-Chun Law, Sok Ying Liaw, Fun Gee Chen & Dujeepa D. Samarasekera. (2020) A BEME systematic review of teaching interventions to equip medical students and residents in early recognition and prompt escalation of acute clinical deteriorations: BEME Guide No. 62. Medical Teacher 42:7, pages 724-737.
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Whitney J. Bevan. (2020) How to Improve the Student Feedback Process: A Case Study within the Built Environment. International Journal of Construction Education and Research 16:2, pages 117-131.
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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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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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Bente Mosgaard Jørgensen. (2019) Investigating non-engagement with feedback in higher education as a social practice. Assessment & Evaluation in Higher Education 44:4, pages 623-635.
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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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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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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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Sin Wang Chong. (2018) Three Paradigms of Classroom Assessment: Implications for Written Feedback Research. Language Assessment Quarterly 15:4, pages 330-347.
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Sin Wang Chong. (2018) Interpersonal aspect of written feedback: a community college students’ perspective. Research in Post-Compulsory Education 23:4, pages 499-519.
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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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Harriet Jones, Kay Yeoman, Emma Gaskell & John Prendergast. (2017) Perceptions of university assessment and feedback among post-16 school pupils. Assessment & Evaluation in Higher Education 42:8, pages 1233-1246.
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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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Matthew Tucker, Emma Mulliner & Hannah Wilson. (2017) Research Preparedness in the Undergraduate Property and Construction Curriculum: The Student Experience. International Journal of Construction Education and Research 13:3, pages 203-224.
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Weimei Li, Xiuwen Chen & Lihe Huang. Promoting second language writing through technology-driven multimodal text feedback. Innovation in Language Learning and Teaching 0:0, pages 1-18.
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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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Articles from other publishers (76)
Megan Merrick & Emily R. Fyfe. (2024) Right or wrong? How feedback content and source influence children’s mathematics performance and persistence. Journal of Experimental Child Psychology 241, pages 105865.
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Ya He, Olumide Olumayegun & Mohammad Zandi. (2024) Investigating chemical engineering students’ perceptions of feedback: A glimpse into current problems and a platform for improvement. Education for Chemical Engineers 46, pages 54-61.
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Ozren Rafajac & Alen Jakupović. 2024. Integral Communication and Digital Identity. Integral Communication and Digital Identity
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Shaohui Chi & Zuhao Wang. (2023) How Peer Feedback After Hands-On Scientific Inquiry Activities Affects Students’ Scientific Inquiry Competence?. Research in Science Education 53:6, pages 1035-1061.
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David Carless & Stephanie Young. (2023) Feedback seeking and student reflective feedback literacy: a sociocultural discourse analysis. Higher Education.
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Cristina D. Zepeda, Francesca R. Ortegren & Andrew C. Butler. (2023) Learning from feedback in college courses: Student beliefs, practices, and preferences. Applied Cognitive Psychology 37:6, pages 1238-1257.
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Jonas T. Jørgensen, Bente Gammelgaard & Frederik V. Christiansen. (2023) Teacher Intentions vs Student Perception of Feedback on Laboratory Reports. Journal of Chemical Education 100:10, pages 3764-3773.
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Martin Van Boekel, Ashley S. Hufnagle, Shelby Weisen & Alexandra Troy. (2023) The feedback I want versus the feedback I need: Investigating students' perceptions of feedback. Psychology in the Schools 60:9, pages 3389-3402.
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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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Regina Kasakowskij. (2022) Auswahl und Generierung von passenden Feedbacks auf Basis eines Feedback-Rating-System-Frameworks. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 48, pages 155-169.
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Abate Demissie Gedamu & Tesfaye Habtemariam Gezahegn. (2021) EFL supervisors’ written feedback focus and language functions: a mixed methods study. Asian-Pacific Journal of Second and Foreign Language Education 6:1.
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Kamila Misiejuk & Barbara Wasson. (2021) Backward evaluation in peer assessment: A scoping review. Computers & Education 175, pages 104319.
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Robert J Full, H A Bhatti, P Jennings, R Ruopp, T Jafar, J Matsui, L A Flores & M Estrada. (2021) Eyes Toward Tomorrow Program Enhancing Collaboration, Connections, and Community Using Bioinspired Design. Integrative and Comparative Biology 61:5, pages 1966-1980.
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Benjamin Milbourna, Melissa H Black, Tomomi Mcauliffe, Melissa Scott & Angus Buchanan. (2021) Exploration of collaboration with university students in marking and moderation. International Journal for Innovation Education and Research 9:10, pages 228-245.
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Yaw Owusu-Agyeman & Gertrude Amoakohene. (2021) Student engagement and perceived gains in transnational education in Ghana. International Journal of Comparative Education and Development 23:4, pages 297-316.
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Biljana Đorić, Dragan Lambić & Željko Jovanović. (2019) The Use of Different Simulations and Different Types of Feedback and Students’ Academic Performance in Physics. Research in Science Education 51:5, pages 1437-1457.
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Madhu Neupane Bastola & Guangwei Hu. (2021) “Chasing my supervisor all day long like a hungry child seeking her mother!”: Students’ perceptions of supervisory feedback. Studies in Educational Evaluation 70, pages 101055.
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Alice Clack & Eleanor J. Dommett. (2021) Student Learning Approaches: Beyond Assessment Type to Feedback and Student Choice. Education Sciences 11:9, pages 468.
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Hamza Waqar Bhatti, Syed Muhammad Jawad Zaidi, Mehwish Kaneez, Javeria Awan, Rashid Naeem Khan & Umair Tahir. (2020) Feedback to Receivers: Knowledge and Perception of Medical Students in a Public Sector Institute of a Developing Country. European Journal of Medical and Health Sciences 2:6.
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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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Daron Benjamin Loo. (2020) Is Language Awareness Supported by Grammar Lessons, Indirect and Metalinguistic Feedback? An Examination of Graduate Students’ Writing Across Drafts. rEFLections 27:1, pages 1-21.
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Zhe Han & Alexandre Chan. (2020) Pharmacy students' perceptions toward peer assessment and its use in teaching patient presentation skills. Currents in Pharmacy Teaching and Learning 12:2, pages 228-236.
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Gary Lancaster, Sarah Bayless & Ricky Punia. (2020) Examining how the presence, absence and numerical value of a grade affects students’ perceptions of assessment feedback. Psychology Teaching Review 26:2, pages 26-35.
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Robyn L. Moffitt, Christine Padgett & Rachel Grieve. (2020) Accessibility and emotionality of online assessment feedback: Using emoticons to enhance student perceptions of marker competence and warmth. Computers & Education 143, pages 103654.
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Catherine Elizabeth Scarff. (2019) Towards a greater understanding of narrative data on trainee performance. Medical Education 53:10, pages 962-964.
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Doris H. Kincade, Windi D. Turner, Oscar J. Solis & Elizabeth H. Dull. (2018) Assessing Millennials in College‐Level Fashion Design Studios: A Study of Evidence‐Based Practice. International Journal of Art & Design Education 38:1, pages 47-59.
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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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Alexandra Bonney & Sharon Pettit. (2019) Which types of feedback do CBT students in training value most?. The Cognitive Behaviour Therapist 12.
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Antoni Badia & Lucrecia Chumpitaz-Campos. (2018) Teachers learn about student learning assessment through a teacher education process. Studies in Educational Evaluation 58, pages 1-7.
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Robert Bing-YouVictoria HayesTamara PalkaMarybeth FordRobert Trowbridge. (2018) The Art (and Artifice) of Seeking Feedback: Clerkship Students’ Approaches to Asking for Feedback. Academic Medicine 93:8, pages 1218-1226.
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Jamie L. Schneider, Suzanne M. Ruder & Christopher F. Bauer. (2018) Student perceptions of immediate feedback testing in student centered chemistry classes. Chemistry Education Research and Practice 19:2, pages 442-451.
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Maria Cutumisu & Daniel L. Schwartz. (2018) The impact of critical feedback choice on students' revision, performance, learning, and memory. Computers in Human Behavior 78, pages 351-367.
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Ivan Chong. (2017) Reconsidering Teacher, Peer, and Computer‐Generated Feedback. TESOL Journal 8:4, pages 886-893.
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Ivan Chong. (2017) Assessment Dialogues Between Teachers and Students Using e‐Writing Portfolios. TESOL Journal 8:1, pages 240-243.
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