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Assessment & Evaluation in Higher Education Volume 45, 2020 - Issue 2
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Articles

The conundrum of low achievement and feedback for learning

Edd PittUniversity of Kent, UK; Correspondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-7475-0299
ORCID Icon,
Margaret BearmanDeakin University, Australia;
&
Rachelle EsterhazyUniversity of Oslo, NorwayORCID Iconhttp://orcid.org/0000-0003-0494-1417
ORCID Icon
Pages 239-250 | Published online: 19 Jun 2019

Citations (31)

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Read on this site (17)

Ann Karin Sandal & Ann Kristin Sperle. (2024) Students’ perspective on feedback in mathematics in high school. Cogent Education 11:1.
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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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Natalie Forde-Leaves, Jack Walton & Ken Tann. (2023) A framework for understanding assessment practice in higher education. Assessment & Evaluation in Higher Education 48:8, pages 1076-1091.
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Liesbeth Baartman, Hanneke Baukema & Frans Prins. (2023) Exploring students’ feedback seeking behavior in the context of programmatic assessment. Assessment & Evaluation in Higher Education 48:5, pages 598-612.
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Renske A. M. de Kleijn. (2023) Supporting student and teacher feedback literacy: an instructional model for student feedback processes. Assessment & Evaluation in Higher Education 48:2, pages 186-200.
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David Boud & Phillip Dawson. (2023) What feedback literate teachers do: an empirically-derived competency framework. Assessment & Evaluation in Higher Education 48:2, pages 158-171.
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Ann Karin Sandal, Ingrid Helleve, Kari Smith & Siv M. Gamlem. (2022) Feedback practice in lower secondary school: Exploring development of perceptions of feedback practice among students and teachers. Cogent Education 9:1.
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Zi Yan & David Carless. (2022) Self-assessment is about more than self: the enabling role of feedback literacy. Assessment & Evaluation in Higher Education 47:7, pages 1116-1128.
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Edd Pitt & David Carless. (2022) Signature feedback practices in the creative arts: integrating feedback within the curriculum. Assessment & Evaluation in Higher Education 47:6, pages 817-829.
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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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Karen Gravett. (2022) Feedback literacies as sociomaterial practice. Critical Studies in Education 63:2, pages 261-274.
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Fangfei Li & Ye Han. (2022) Student feedback literacy in L2 disciplinary writing: insights from international graduate students at a UK university. Assessment & Evaluation in Higher Education 47:2, pages 198-212.
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Juuso Henrik Nieminen, Joanna Tai, David Boud & Michael Henderson. (2022) Student agency in feedback: beyond the individual. Assessment & Evaluation in Higher Education 47:1, pages 95-108.
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Martina van Heerden & Sharita Bharuthram. (2021) Knowing me, knowing you: the effects of peer familiarity on receiving peer feedback for undergraduate student writers. Assessment & Evaluation in Higher Education 46:8, pages 1191-1201.
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Wei Wei, Yilin Sun & Xiaoshu Xu. (2021) Investigating the impact of increased student feedback literacy level on their expectations on university teachers’ feedback. Assessment & Evaluation in Higher Education 46:7, pages 1092-1103.
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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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Ye Han & Yueting Xu. (2020) The development of student feedback literacy: the influences of teacher feedback on peer feedback. Assessment & Evaluation in Higher Education 45:5, pages 680-696.
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Articles from other publishers (14)

Ángel Hernández-García, Carlos Cuenca-Enrique, Laura Del-Río-Carazo & Santiago Iglesias-Pradas. (2024) Exploring the relationship between LMS interactions and academic performance: A Learning Cycle approach. Computers in Human Behavior 155, pages 108183.
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Jia He, Haixiao Wang, Jun Xia & Xiang He. (2024) An ecological perspective on learner agency: The case of Chinese tertiary-level EFL students in peer reviews. System 121, pages 103222.
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Lutfieh M. Rabbani & Salwa Habib Husain. (2024) Fostering student engagement with criticism feedback: importance, contrasting perspectives and key provisions. Frontiers in Education 9.
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Ole Eggers Bjælde, David Boud & Annika Büchert Lindberg. (2023) Designing feedback activities to help low-performing students. Active Learning in Higher Education.
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Jiming Zhou, Chris Deneen, Joanna Tai & Phillip Dawson. (2023) Feedback seeking by first-year Chinese international students: Understanding practices and challenges. Assessing Writing 57, pages 100757.
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Juuso Henrik Nieminen & David Carless. (2022) Feedback literacy: a critical review of an emerging concept. Higher Education 85:6, pages 1381-1400.
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Rola Ajjawi, Margaret Bearman, Elizabeth Molloy & Christy Noble. (2023) The role of feedback in supporting trainees who underperform in clinical environments. Frontiers in Medicine 10.
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Deborah Brady & Krisztina Voronova. (2023) Flipped Online Active Learning Environment for Large General Chemistry Courses. Journal of Chemical Education 100:3, pages 1109-1117.
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Jocelyn Elizabeth Nardo, Natalie C. Chapman, Eli Yuan Shi, Carl Wieman & Shima Salehi. (2022) Perspectives on Active Learning: Challenges for Equitable Active Learning Implementation. Journal of Chemical Education 99:4, pages 1691-1699.
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Amanda Roberts, Mark Jellicoe & Kathryn Fox. (2021) How does a move towards a coaching approach impact the delivery of written feedback in undergraduate clinical education?. Advances in Health Sciences Education 27:1, pages 7-21.
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Zixian Yu, Zhizi Zheng, Yuqin Yang & Qi Li. 2022. Blended Learning: Engaging Students in the New Normal Era. Blended Learning: Engaging Students in the New Normal Era 194 205 .
Minae Park & Wonsook Sohn. (2021) Differential effects of formative feedback on math achievement and their predictors: Application of regression mixture analysis. Journal of Curriculum and Evaluation 24:4, pages 269-290.
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Joanne Lusher, Heather Clements & Elaine Stevens. (2021) A qualitative insight into time-poor/grade-hungry health studies students' perceptions of using assessment criteria and feedback in assignment writing. Nurse Education Today 104, pages 104999.
Crossref
Edd Pitt & Naomi Winstone. 2020. Re-imagining University Assessment in a Digital World. Re-imagining University Assessment in a Digital World 79 94 .

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