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Assessment & Evaluation in Higher Education Volume 44, 2019 - Issue 7
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Articles

Student perspectives on formative feedback as part of writing portfolios

Monika BaderFaculty of Education, Arts and Sports, Department of Language, Literature, Mathematics and Interpreting, Western Norway University of Applied Sciences, Norway; Correspondence[email protected]
ORCID Iconhttp://orcid.org/0000-0003-0573-0312View further author information
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Tony BurnerFaculty of Humanities, Sports and Educational Science, Department of Languages and Literature Studies, University of South-Eastern Norway, Norway; ORCID Iconhttp://orcid.org/0000-0001-7444-7778View further author information
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Sarah Hoem IversenFaculty of Education, Arts and Sports, Department of Language, Literature, Mathematics and Interpreting, Western Norway University of Applied Sciences, Norway; ORCID Iconhttp://orcid.org/0000-0003-2965-0245View further author information
ORCID Icon &
Zoltan VargaFaculty of Education, Arts and Sports, Department of Language, Literature, Mathematics and Interpreting, Western Norway University of Applied Sciences, NorwayView further author information
Pages 1017-1028 | Published online: 16 Jan 2019

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Ying Zhan. (2024) Are they ready? An investigation of university students’ difficulties in peer assessment from dual perspectives. Teaching in Higher Education 29:4, pages 823-840.
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Evrim Baran, Dana AlZoubi & E.J. Bahng. (2023) Using video enhanced mobile observation for peer-feedback in teacher education. Journal of Digital Learning in Teacher Education 39:2, pages 102-113.
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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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J. W. Gaynor. (2020) Peer review in the classroom: student perceptions, peer feedback quality and the role of assessment. Assessment & Evaluation in Higher Education 45:5, pages 758-775.
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Päivi Atjonen, Sini Kontkanen, Päivi Ruotsalainen & Susanna Pöntinen. Pre-service teachers as learners of formative assessment in teaching practice. European Journal of Teacher Education 0:0, pages 1-18.
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Qianru Lyu, Wenli Chen, Junzhu Su & Kok Hui John Gerard Heng. Steps to implementation: the role of peer feedback inner structure on feedback implementation. Assessment & Evaluation in Higher Education 0:0, pages 1-14.
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Articles from other publishers (26)

Pauline Mak & Kevin M Wong. (2024) Realizing the Sustainability of Portfolio Assessment in Second-Language Writing. RELC Journal.
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Mátyás Bánhegyi & Balázs Fajt. (2023) Improving University Students’ ESP Writing Skills through a Process-Based Portfolio Approach. Acta Universitatis Sapientiae, Philologica 15:2, pages 56-74.
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Haticetül Kübra ER & Hossein FARHADY. (2023) The effects of learning oriented assessment on academic writingThe effects of learning oriented assessment on academic writing. International Journal of Assessment Tools in Education 10:2, pages 197-217.
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Devika Adelita, Eka Yuni Kurniati & Sholihatul Hamidah Daulay. (2023) Difficulties and Strategies in Producing English Writing Text: What do EFL Students’ Perceive?. Education and Human Development Journal 8:1, pages 93-108.
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Ajrina Hysaj, Georgina Farouqa, Sara Azeem Khan & Laith Hiasat. 2023. Social Computing and Social Media. Social Computing and Social Media 486 500 .
Mohammed Abdullah Alharbi & Abdulrahman Nasser Alqefari. (2022) Students’ uptake and perspectives on teacher and peer feedback on written assignments. Learning and Teaching in Higher Education: Gulf Perspectives 18:2, pages 107-118.
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Ricky Lam. (2022) E-Portfolios for self-regulated and co-regulated learning: A review. Frontiers in Psychology 13.
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Rif'Ati Dina Handayani, Albertus Djoko Lesmono, Srihandono Budi Prastowo, Bambang Supriadi & Nila Mutia Dewi. (2022) Bringing Computational Thinking Skills Into Physics Classroom Through Project-Based Learning. Bringing Computational Thinking Skills Into Physics Classroom Through Project-Based Learning.
Hege Annette Olstad, Birgit Rognebakke Krogstie & Xiaomeng Su. (2022) Enhancing Computing Students’ Learning Experience by Using ePortfolio for Formative Assessment. Enhancing Computing Students’ Learning Experience by Using ePortfolio for Formative Assessment.
Yu Zhou, Shulin Yu & Peisha Wu. (2022) Revisiting Praise as Feedback in L2 Writing: Where are we Going?. RELC Journal, pages 003368822211231.
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Ricky Lam. (2022) Understanding the Usefulness of E-Portfolios: Linking Artefacts, Reflection, and Validation. International Review of Applied Linguistics in Language Teaching 0:0.
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Rifati Dina Handayani & Triyanto. (2022) Online microteaching lesson study: a recipe to enhance prospective physics teachers' pedagogical knowledge. International Journal for Lesson & Learning Studies 11:3, pages 221-234.
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Worawat Lawanont & Anantaya Timtong. (2022) Smart Education Using Machine Learning for Outcome Prediction in Engineering Course. Smart Education Using Machine Learning for Outcome Prediction in Engineering Course.
Arkendu Sen & Lakshmi Selvaratnam. 2022. Collaborative Active Learning. Collaborative Active Learning 179 212 .
Maxine Brodie, Christopher Tisdell & Judyth Sachs. 2022. Student Support Services. Student Support Services 755 772 .
Ajrina Hysaj & Doaa Hamam. 2022. Social Computing and Social Media: Applications in Education and Commerce. Social Computing and Social Media: Applications in Education and Commerce 103 114 .
Hui-Chen Lin, Gwo-Jen Hwang, Shao-Chen Chang & Yaw-Don Hsu. (2021) Facilitating critical thinking in decision making-based professional training: An online interactive peer-review approach in a flipped learning context. Computers & Education 173, pages 104266.
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Rong Yu & Luxin Yang. (2021) ESL/EFL Learners' Responses to Teacher Written Feedback: Reviewing a Recent Decade of Empirical Studies. Frontiers in Psychology 12.
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Syed Usman Hashmi, Syed Qaiser Hussain, Tahira Adeel Zaman, Samra Arshad & Naeem Akhtar. (2021) CRITICAL REVIEW OF FORMATIVE ASSESSMENT PRACTICES IMPLEMENTED IN ENGLISH LANGUAGE LEARNING PROGRAMS IN SINDH. Humanities & Social Sciences Reviews 9:3, pages 703-712.
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Miriam Sarid, Yehuda Peled & Vered Vaknin-Nusbaum. (2021) The relationship between second language college students’ perceptions of online feedback on draft-writing and academic procrastination. Reading and Writing 34:5, pages 1247-1271.
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Monika Bader, Sarah Hoem Iversen & Tony Burner. (2021) Students’ perceptions and use of a new digital tool in teacher education. Nordic Journal of Digital Literacy 16:1, pages 21-33.
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Michael Agyemang Adarkwah. (2021) The power of assessment feedback in teaching and learning: a narrative review and synthesis of the literature. SN Social Sciences 1:3.
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Maxine Brodie, Christopher Tisdell & Judyth Sachs. 2021. Student Support Services. Student Support Services 1 18 .
Maxine Brodie, Christopher Tisdell & Judyth Sachs. 2021. Student Support Services. Student Support Services 1 18 .
I-Ching Chen, Gwo-Jen Hwang, Chiu-Lin Lai & Wei-Chun Wang. (2020) From design to reflection: Effects of peer-scoring and comments on students’ behavioral patterns and learning outcomes in musical theater performance. Computers & Education 150, pages 103856.
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Mária Babinčáková, Mária Ganajová, Ivana Sotáková & Paweł Bernard. (2020) INFLUENCE OF FORMATIVE ASSESSMENT CLASSROOM TECHNIQUES (FACTs) ON STUDENT’S OUTCOMES IN CHEMISTRY AT SECONDARY SCHOOL. Journal of Baltic Science Education 19:1, pages 36-49.
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