Citations (22)
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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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Ian Sadler, Nicola Reimann & Kay Sambell. (2023) Feedforward practices: a systematic review of the literature. Assessment & Evaluation in Higher Education 48:3, pages 305-320.
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Ivonne Lipsch-Wijnen & Kim Dirkx. (2022) A case study of the use of the Hattie and Timperley feedback model on written feedback in thesis examination in higher education. Cogent Education 9:1.
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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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Cathrine Derham, Kieran Balloo & Naomi Winstone. (2022) The focus, function and framing of feedback information: linguistic and content analysis of in-text feedback comments. Assessment & Evaluation in Higher Education 47:6, pages 896-909.
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Rola Ajjawi, Fiona Kent, Jaclyn Broadbent, Joanna Hong-Meng Tai, Margaret Bearman & David Boud. (2022) Feedback that works: a realist review of feedback interventions for written tasks. Studies in Higher Education 47:7, pages 1343-1356.
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J.G. Arts, M. Jaspers & D. Joosten-ten Brinke. (2021) Enhancing written feedback: The use of a cover sheet influences feedback quality. Cogent Education 8:1.
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Signe E. Kastberg, Alyson E. Lischka & Susan L. Hillman. (2020) Written Feedback as a Relational Practice: Revealing Mediating Factors. Studying Teacher Education 16:3, pages 324-344.
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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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Articles from other publishers (13)
Ignacio Máñez, Anastasiya A. Lipnevich, Carolina Lopera-Oquendo & Raquel Cerdán. (2024) Examining pre-service teachers’ feedback on low- and high-quality written assignments. Educational Assessment, Evaluation and Accountability.
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Lan Yang, Yiqi Wu, Yuan Liang & Min Yang. (2023) Unpacking the Complexities of Emotional Responses to External Feedback, Internal Feedback Orientation and Emotion Regulation in Higher Education: A Qualitative Exploration. Systems 11:6, pages 315.
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Molk ChakrounVincent R. DionKathleen OuelletAnn GraillonValérie DésiletsMarianne XhignesseChristina St-Onge. (2022) Narrative Assessments in Higher Education: A Scoping Review to Identify Evidence-Based Quality Indicators. Academic Medicine 97:11, pages 1699-1706.
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Han Zhang, Ashleigh Southam, Mik Fanguy & Jamie Costley. (2021) Understanding how embedded peer comments affect student quiz scores, academic writing and lecture note-taking accuracy. Interactive Technology and Smart Education 19:2, pages 222-235.
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Kim Dirkx, Desirée Joosten-ten Brinke, Jorik Arts & Migchiel van Diggelen. (2019) In-text and rubric-referenced feedback: Differences in focus, level, and function. Active Learning in Higher Education 22:3, pages 189-201.
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Stephanie K Knight, Scott W Greenberger & Morgan E McNaughton. (2018) An interdisciplinary perspective: The value that instructors place on giving written feedback. Active Learning in Higher Education 22:2, pages 115-128.
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B.F.H. van de Walle – van de Geijn, D. Joosten – ten Brinke, T.P.F.M. Klaassen, A.C. van Tuijl & C.R.M.G. Fluit. (2020) Upward feedback in nursing: A matter of giving, taking and asking. Nurse Education in Practice 45, pages 102792.
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Signe E. Kastberg, Alyson E. Lischka & Susan L. Hillman. (2018) Characterizing mathematics teacher educators’ written feedback to prospective teachers. Journal of Mathematics Teacher Education 23:2, pages 131-152.
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Ayşegül BAYRAKTAR & Seher YALÇIN. (2019) Examining Preservice Teachers’ Questioning and Feedback. Journal of Education and Future:16, pages 17-28.
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Jorien Radstake. 2018. Teaching, Learning, and Enacting of Self-Study Methodology. Teaching, Learning, and Enacting of Self-Study Methodology
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Emmy De Kraker-Pauw, Floryt Van Wesel, Lydia Krabbendam & Nienke Van Atteveldt. (2017) Teacher Mindsets Concerning the Malleability of Intelligence and the Appraisal of Achievement in the Context of Feedback. Frontiers in Psychology 8.
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Paula Pereira de Paiva, Mariana Cruz Delcorso, Valquiria Aparecida Matheus, Sonia Claudia do Nascimento de Queiroz, Carla Beatriz Collares-Buzato & Sarah Arana. (2017) Acute toxicity of commercial atrazine in Piaractus mesopotamicus: Histopathological, ultrastructural, molecular, and genotoxic evaluation. Veterinary World 10:9, pages 1008-1019.
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