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Citations (83)
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Tracii Ryan, Michael Henderson, Kris Ryan & Gregor Kennedy. (2024) Feedback in higher education: aligning academic intent and student sensemaking. Teaching in Higher Education 29:4, pages 860-875.
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Chi Chen & Andy Jiahao Liu. (2024) Understanding partnerships in teacher and student feedback literacy: Shared responsibility. Innovations in Education and Teaching International 61:1, pages 31-44.
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James Deehan, Paul Parker & Amy MacDonald. (2023) Examining the impact of self-selected feedback mode on university learners’ experiences and perceptions of feedback value. Innovations in Education and Teaching International 0:0, pages 1-23.
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Si Qi Yoong, Wenru Wang, Siriwan Lim, Yanhong Dong, Alvin Chuen Wei Seah, Jingfang Hong & Hui Zhang. (2023) Perceptions and learning experiences of nursing students receiving peer video and peer verbal feedback: a qualitative study. Assessment & Evaluation in Higher Education 48:8, pages 1151-1163.
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Sherry Y. Chen & Tzu-Chun Hsiao. (2023) The Effects of Incorporating an Electronic Book into Digital Game-Based Learning: A Prior Knowledge Perspective. International Journal of Human–Computer Interaction 0:0, pages 1-12.
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Lasse X Jensen, Margaret Bearman & David Boud. (2023) Feedback encounters: towards a framework for analysing and understanding feedback processes. Assessment & Evaluation in Higher Education 48:1, pages 121-134.
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Boon Khing Song. (2022) Bifactor modelling of the psychological constructs of learner feedback literacy: conceptions of feedback, feedback trust and self-efficacy. Assessment & Evaluation in Higher Education 47:8, pages 1444-1457.
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Amir Rouhshad, Catherine Flynn, Lena Turnbull & Bella Ross. (2022) Social work students with English as an additional language: examining written assessment feedback. Teaching in Higher Education 0:0, pages 1-17.
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Leigh-Anne Hepburn, Madeleine Borthwick, Jane Kerr & Andrey Vasnev. (2022) A strategic framework for delivering ongoing feedback at scale. Assessment & Evaluation in Higher Education 47:5, pages 742-754.
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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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Naomi E. Winstone & David Boud. (2022) The need to disentangle assessment and feedback in higher education. Studies in Higher Education 47:3, pages 656-667.
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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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Cecilia Ka Yuk Chan & Jiahui Luo. (2022) Exploring teacher perceptions of different types of ‘feedback practices’ in higher education: implications for teacher feedback literacy. Assessment & Evaluation in Higher Education 47:1, pages 61-76.
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María Soledad Ibarra-Sáiz, Gregorio Rodríguez-Gómez & David Boud. (2021) The quality of assessment tasks as a determinant of learning. Assessment & Evaluation in Higher Education 46:6, pages 943-955.
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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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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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Gordon Joughin, David Boud, Phillip Dawson & Joanna Tai. (2021) What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy. Assessment & Evaluation in Higher Education 46:1, pages 80-91.
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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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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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Wasana Karunarathne, Chris Selman & Tracii Ryan. Evaluating student feedback literacies: a study using first-year business and economics students. Assessment & Evaluation in Higher Education 0:0, pages 1-14.
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Articles from other publishers (63)
Hugo Santiago Sanchez & Lívia de Araujo Donnini Rodrigues. (2024) Pedagogical intentions behind teacher written feedback: The perspectives and practices of an English language teacher educator in Argentina. Journal of English for Academic Purposes 69, pages 101370.
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Kuan-Fu Chen, Gwo-Jen Hwang & Mei-Rong Alice Chen. (2024) Knowledge check-based concept mapping in digital games: impacts on students’ learning performance and behaviors. Educational technology research and development.
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Kasun Gomis, Mandeep Saini, Mohammed Arif & Chaminda Pathirage. (2023) Enhancing the assessment and the feedback in higher education. Quality Assurance in Education 32:2, pages 165-179.
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Haticetül Kübra ER & Emel KÜÇÜKALİ. (2024) The Effects of Face-to-Face vs. Digital Feedback in an EFL Writing Context: Comparison of Two Turkish State Universities. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 24:1, pages 389-411.
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Christian Köppe, Roald P. Verhoeff & Wouter van Joolingen. (2024) Elements for understanding and fostering self-assessment of learning artifacts in higher education. Frontiers in Education 9.
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Khameel B. Mustapha, Eng Hwa Yap & Yousif Abdalla Abakr. (2024) Bard, ChatGPT and 3DGPT: a scientometric analysis of generative AI tools and assessment of implications for mechanical engineering education. Interactive Technology and Smart Education.
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Tarun Kumar Vashishth, Vikas Sharma, Kewal Krishan Sharma, Bhupendra Kumar, Rajneesh Panwar & Sachin Chaudhary. 2024. Using Traditional Design Methods to Enhance AI-Driven Decision Making. Using Traditional Design Methods to Enhance AI-Driven Decision Making
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Jiaqi Yin, Tiong-Thye Goh & Yi Hu. (2024) Using a Chatbot to Provide Formative Feedback: A Longitudinal Study of Intrinsic Motivation, Cognitive Load, and Learning Performance. IEEE Transactions on Learning Technologies 17, pages 1404-1415.
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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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Gabriela Grosseck, Ramona Alice Bran & Laurențiu Gabriel Țîru. (2023) Digital Assessment: A Survey of Romanian Higher Education Teachers’ Practices and Needs. Education Sciences 14:1, pages 32.
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Maha Al-Freih & Heather Robinson. (2023) A Qualitative Exploration of Students' Perception of Care When Learning Online. International Journal of Online Pedagogy and Course Design 14:1, pages 1-15.
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Si Qi Yoong, Wenru Wang, Alvin Chuen Wei Seah & Hui Zhang. (2023) The quality of verbal feedback given by nursing near-peer tutors: A qualitative study. Nurse Education Today 130, pages 105944.
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Xiaoying Gao & Gavin T. L. Brown. (2023) The Relation of Students’ Conceptions of Feedback to Motivational Beliefs and Achievement Goals: Comparing Chinese International Students to New Zealand Domestic Students in Higher Education. Education Sciences 13:11, pages 1090.
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Elin Saga, Kirsti Skovdahl, Espen Lindholm, Ragnhild Sørum Falk & Pia Cecilie Bing-Jonsson. (2023) Development of a Workplace-Based Training Program for Nurse-Led Ultrasound-Guided Femoral Nerve Blocks: A Feasibility Study with the Patients’ Perspective in Focus. Nursing Forum 2023, pages 1-11.
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James D. Sigler. (2023) Receiving student feedback: professor shared experiences. SN Social Sciences 3:8.
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Amanda Nichole (Mandi) Carr, Roy Neville Kirkwood & Kiro Risto Petrovski. (2023) Use of Effective Feedback in Veterinary Clinical Teaching. Encyclopedia 3:3, pages 928-946.
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Sara H. Kyne, Martin M. H. Lee & Charisse T. Reyes. (2023) Enhancing academic performance and student success through learning analytics-based personalised feedback emails in first-year chemistry. Chemistry Education Research and Practice 24:3, pages 971-983.
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Mirca Montanari. (2023) La valutazione inclusiva degli apprendimenti per e con gli studenti e le studentesse all'Università. EDUCATION SCIENCES AND SOCIETY:1, pages 389-400.
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Francesco Screti. (2023) Using Google Docs for guided Academic Writing assessments: students’ perspectives. Language Learning in Higher Education 13:1, pages 153-174.
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Si Qi Yoong, Wenru Wang, Felicia Fang Ting Chao, Yanhong Dong, Sam Hongli Goh, Yah Shih Chan, Siriwan Lim, Alvin Chuen Wei Seah, Xi Vivien Wu & Hui Zhang. (2023) Using peer feedback to enhance nursing students’ reflective abilities, clinical competencies, and sense of empowerment: A mixed-methods study. Nurse Education in Practice 69, pages 103623.
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Lucía Sánchez-Tarazaga, Aida Sanahuja Ribés & Francesc M. Esteve-Mon. 2023. Formative and Shared Assessment to Promote Global University Learning. Formative and Shared Assessment to Promote Global University Learning
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Sandra Baroudi, Serena Aoun & Doaa Hamam. (2023) Using feedforward to improve pre-service teachers’ academic writing and critical thinking skills. Frontiers in Education 8.
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Maria de las Mercedes de Obesso, Margarita Núñez-Canal & Carlos Alberto Pérez-Rivero. (2023) How do students perceive educators' digital competence in higher education?. Technological Forecasting and Social Change 188, pages 122284.
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Michael Sailer, Elisabeth Bauer, Riikka Hofmann, Jan Kiesewetter, Julia Glas, Iryna Gurevych & Frank Fischer. (2023) Adaptive feedback from artificial neural networks facilitates pre-service teachers’ diagnostic reasoning in simulation-based learning. Learning and Instruction 83, pages 101620.
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Geraldine Torrisi-Steele, Guido Carim Junior, Clare Morrison, Sven Venema & Jomelson Co. (2023) Feedback on Written Assessments in Universities. International Journal of Adult Education and Technology 14:1, pages 1-15.
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John Haw, Patrick Gillett & Sharen Nisbet. (2023) Student Satisfaction with Brief Audio Feedback: Support for its Use in an Immersive Teaching Model. SSRN Electronic Journal.
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Theresa Ruwe & Elisabeth Mayweg-Paus. (2023) “Your argumentation is good”, says the AI vs humans – The role of feedback providers and personalised language for feedback effectiveness. Computers and Education: Artificial Intelligence 5, pages 100189.
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Boon Khing Song. 2023. Pedagogy and Psychology in Digital Education. Pedagogy and Psychology in Digital Education
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Ying Zhan, John Chi-Kin Lee & Zhi Hong Wan. (2022) Who perceives more value of teacher feedback? Exploring the roles of college students’ possible second language selves and language learning strategies. Language Testing in Asia 12:1.
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Mobina Talebinamvar & Forooq Zarrabi. (2022) Clustering students’ writing behaviors using keystroke logging: a learning analytic approach in EFL writing. Language Testing in Asia 12:1.
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Siu-Cheung Kong & Cheuk-Nam Yuen. (2022) An analysis of the attitudes and behaviours of university students and perceived contextual factors in alternative assessment during the pandemic using the attitude–behaviour–context model. Heliyon 8:10, pages e11180.
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Ayubu Ismail Ngao, Guoyuan Sang & Jimmy Ezekiel Kihwele. (2022) Understanding Teacher Educators’ Perceptions and Practices about ICT Integration in Teacher Education Program. Education Sciences 12:8, pages 549.
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Dwiretno Pangastuti, Natalia Widiasih & Diantha Soemantri. (2022) Piloting a constructive feedback model for problem-based learning in medical education. Korean Journal of Medical Education 34:2, pages 131-143.
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Monika Hooda, Chhavi Rana, Omdev Dahiya, Ali Rizwan & Md Shamim Hossain. (2022) Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education. Mathematical Problems in Engineering 2022, pages 1-19.
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Maria do Rosário Rodrigues, Ana Luisa Oliveira Pires & Jorge Pinto. (2022) Utilização de portefólios digitais na formação inicial de professores, como estratégia de aprendizagem e avaliação: perspetivas das estudantes. Revemop 4, pages e202209.
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Karen Mate & Judith Weidenhofer. (2021) Considerations and strategies for effective online assessment with a focus on the biomedical sciences. FASEB BioAdvances 4:1, pages 9-21.
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Zhe (Victor) Zhang & Ken Hyland. (2022) Fostering student engagement with feedback: An integrated approach. Assessing Writing 51, pages 100586.
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Duan Ning Magdeleine Lew, Lieven Demeester, Venky Shankararaman & Yuehan Zhuo. 2022. Learning with Technologies and Technologies in Learning. Learning with Technologies and Technologies in Learning
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Robyn L. Moffitt, Christine Padgett & Rachel Grieve. (2021) The impact of emoji use and feedback medium on perceptions of marker personality in online assessment feedback. Learning and Individual Differences 92, pages 102093.
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Muhammad Afzaal, Jalal Nouri, Aayesha Zia, Panagiotis Papapetrou, Uno Fors, Yongchao Wu, Xiu Li & Rebecka Weegar. (2021) Explainable AI for Data-Driven Feedback and Intelligent Action Recommendations to Support Students Self-Regulation. Frontiers in Artificial Intelligence 4.
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Ana María Martín-Cuadrado, Silvia Lavandera-Ponce, Begoña Mora-Jaureguialde, Cristina Sánchez-Romero & Lourdes Pérez-Sánchez. (2021) Working Methodology with Public Universities in Peru during the Pandemic—Continuity of Virtual/Online Teaching and Learning. Education Sciences 11:7, pages 351.
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D. Beneroso & J. Robinson. (2021) A tool for assessing and providing personalised formative feedback at scale within a second in engineering courses. Education for Chemical Engineers 36, pages 38-45.
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I. B. Shmigirilova, A. S. Rvanova & O. V. Grigorenko. (2021) Assessment in education: Current trends, problems and contradictions (review of scientific publications). The Education and science journal 23:6, pages 43-83.
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