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Studies in Higher Education Volume 36, 2011 - Issue 8
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Articles

Feedback: focusing attention on engagement

Margaret Price Business School, Oxford Brookes University, Oxford, UKCorrespondence[email protected]
,
Karen Handley Business School, Oxford Brookes University, Oxford, UK
&
Jill Millar Business School, Oxford Brookes University, Oxford, UK
Pages 879-896 | Published online: 02 Feb 2011

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Cecilia S. Dong, Erin Isings, Samantha M. Jones, Hugh Samson, Lisa McCorquodale, Thomas G. W. Telfer, Tracey Ropp & Christine E. Bell. (2024) Feedback and focus: Exploring post-secondary students’ perceptions of feedback, mindfulness, and stress. Cogent Education 11:1.
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James M. Wood. (2024) Supporting the uptake process with dialogic peer screencast feedback: a sociomaterial perspective. Teaching in Higher Education 29:4, pages 913-935.
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Karen Gravett & David Carless. (2024) Feedback literacy-as-event: relationality, space and temporality in feedback encounters. Assessment & Evaluation in Higher Education 49:2, pages 142-153.
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Marinette Bahtilla. (2024) Supervisory feedback: Supervisors’ reasons for not giving timely feedback. Innovations in Education and Teaching International 61:1, pages 19-30.
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David Carless. (2023) Teacher feedback literacy, feedback regimes and iterative change: towards enhanced value in feedback processes. Higher Education Research & Development 42:8, pages 1890-1904.
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Joseph Arthur Davies. (2023) In search of learning-focused feedback practices: a linguistic analysis of higher education feedback policy. Assessment & Evaluation in Higher Education 48:8, pages 1208-1222.
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Dillip Kumar Das. (2023) Exploring the impact of feedback on student performance in undergraduate civil engineering. European Journal of Engineering Education 48:6, pages 1148-1164.
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Uriel Eduardo Torres Castro & Clelia Pineda-Báez. (2023) How has the conceptualisation of student agency in higher education evolved? Mapping the literature from 2000-2022. Journal of Further and Higher Education 47:9, pages 1182-1195.
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Bianka Malecka & David Boud. (2023) Fostering student motivation and engagement with feedback through ipsative processes. Teaching in Higher Education 28:7, pages 1761-1776.
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Linlin Xu & Tiefu Zhang. (2023) Engaging with multiple sources of feedback in academic writing: postgraduate students’ perspectives. Assessment & Evaluation in Higher Education 48:7, pages 995-1008.
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Hannah T. McGinness, Patrina H. Y. Caldwell, Hasantha Gunasekera & Karen M. Scott. (2023) ‘Every Human Interaction Requires a Bit of Give and Take’: Medical Students’ Approaches to Pursuing Feedback in the Clinical Setting. Teaching and Learning in Medicine 35:4, pages 411-421.
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Richard Harris, Pam Blundell-Birtill & Madeleine Pownall. (2023) Development and evaluation of two interventions to improve students’ reflection on feedback. Assessment & Evaluation in Higher Education 48:5, pages 672-685.
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James Wood. (2023) Enabling feedback seeking, agency and uptake through dialogic screencast feedback. Assessment & Evaluation in Higher Education 48:4, pages 464-484.
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Marion Heron, Helen Donaghue & Kieran Balloo. (2023) Observational feedback literacy: designing post observation feedback for learning. Teaching in Higher Education 0:0, pages 1-14.
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Zhengdong Gan, Jinbo He, Lawrence Jun Zhang & Randall Schumacker. (2023) Examining the Relationships between Feedback Practices and Learning Motivation. Measurement: Interdisciplinary Research and Perspectives 21:1, pages 38-50.
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David Carless & Naomi Winstone. (2023) Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education 28:1, pages 150-163.
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Tristan Middleton, Adeela ahmed Shafi, Richard Millican & Sian Templeton. (2023) Developing effective assessment feedback: academic buoyancy and the relational dimensions of feedback. Teaching in Higher Education 28:1, pages 118-135.
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Ellen Turner. (2023) Dialogic feedback and literary disciplinary knowledge in L2 writing instruction: how attitude to feedback influences academic achievement. Research Papers in Education 38:1, pages 21-44.
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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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Qiyun Zhu & Jessica To. (2022) Proactive receiver roles in peer feedback dialogue: Facilitating receivers’ self-regulation and co-regulating providers’ learning. Assessment & Evaluation in Higher Education 47:8, pages 1200-1212.
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Bianka Malecka, Rola Ajjawi, David Boud & Joanna Tai. (2022) An empirical study of student action from ipsative design of feedback processes. Assessment & Evaluation in Higher Education 47:5, pages 801-815.
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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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Jessica To. (2022) Using learner-centred feedback design to promote students’ engagement with feedback. Higher Education Research & Development 41:4, pages 1309-1324.
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Zhe (Victor) Zhang. (2022) Promoting student engagement with feedback: insights from collaborative pedagogy and teacher feedback. Assessment & Evaluation in Higher Education 47:4, pages 540-555.
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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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James Wood. (2022) Making peer feedback work: the contribution of technology-mediated dialogic peer feedback to feedback uptake and literacy. Assessment & Evaluation in Higher Education 47:3, pages 327-346.
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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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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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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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Charlie Smith. (2022) Architecture students’ uptake and use of formative and summative feedback. Assessment & Evaluation in Higher Education 47:1, pages 29-44.
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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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Larissa Yousoubova & Lynn McAlpine. (2022) Developing as a post-PhD researcher: agency and feedback in construction of grant funding success (El desarrollo del investigador posdoctoral: agencia y feedback en la preparación de propuestas de financiación exitosas). Journal for the Study of Education and Development 45:1, pages 1-36.
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Muirne Spooner, Catherine Duane, Jane Uygur, Erica Smyth, Brian Marron, Paul J. Murphy & Teresa Pawlikowska. (2022) Self–regulatory learning theory as a lens on how undergraduate and postgraduate learners respond to feedback: A BEME scoping review: BEME Guide No. 66. Medical Teacher 44:1, pages 3-18.
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James Wood. (2021) A dialogic technology-mediated model of feedback uptake and literacy. Assessment & Evaluation in Higher Education 46:8, pages 1173-1190.
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Martina van Heerden. (2021) (How) do written comments feed-forward? A translation device for developing tutors’ feedback-giving literacy. Innovations in Education and Teaching International 58:5, pages 555-564.
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Zheng Zong, Christian D. Schunn & Yanqing Wang. (2021) Learning to improve the quality peer feedback through experience with peer feedback. Assessment & Evaluation in Higher Education 46:6, pages 973-992.
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Carolina Carvalho, Natalie Nóbrega Santos, Raquel António & Dulce Sofia Mendonça Martins. (2021) Supporting students’ engagement with teachers’ feedback: the role of students’ school identification. Educational Psychology 41:7, pages 863-882.
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Deliang Man, Meng Huat Chau & Beibei Kong. (2021) Promoting student engagement with teacher feedback through rebuttal writing. Educational Psychology 41:7, pages 883-901.
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Nicholas Tripodi, Jack Feehan, Rebecca Wospil & Brett Vaughan. (2021) Twelve tips for developing feedback literacy in health professions learners. Medical Teacher 43:8, pages 960-965.
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Zhengdong Gan, Guangwei Hu, Wenjiao Wang, Honghan Nang & Zhujun An. (2021) Feedback behaviour and preference in university academic English courses: associations with English language self-efficacy. Assessment & Evaluation in Higher Education 46:5, pages 740-755.
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Karen Olave-Encina, Karen Moni & Peter Renshaw. (2021) Exploring the emotions of international students about their feedback experiences. Higher Education Research & Development 40:4, pages 810-824.
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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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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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Peter Wolstencroft & Leanne de Main. (2021) ‘Why didn’t you tell me that before?’ Engaging undergraduate students in feedback and feedforward within UK higher education. Journal of Further and Higher Education 45:3, pages 312-323.
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Ye Han & Yueting Xu. (2021) Student feedback literacy and engagement with feedback: a case study of Chinese undergraduate students. Teaching in Higher Education 26:2, pages 181-196.
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Angela Choi Fung Tam. (2021) Undergraduate students’ perceptions of and responses to exemplar-based dialogic feedback. Assessment & Evaluation in Higher Education 46:2, pages 269-285.
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Bronwen Cowie & Christine Harrison. (2021) The what, when & how factors: reflections on classroom assessment in the service of inquiry. International Journal of Science Education 43:3, pages 449-465.
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Berry M. O’Donovan, Birgit den Outer, Margaret Price & Andy Lloyd. (2021) What makes good feedback good?. Studies in Higher Education 46:2, pages 318-329.
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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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Shulin Yu. (2021) Giving genre-based peer feedback in academic writing: sources of knowledge and skills, difficulties and challenges. Assessment & Evaluation in Higher Education 46:1, pages 36-53.
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Jiming Zhou, Phillip Dawson, Joanna Hong-Meng Tai & Margaret Bearman. (2021) How conceptualising respect can inform feedback pedagogies. Assessment & Evaluation in Higher Education 46:1, pages 68-79.
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Charlie Smith. (2021) How does the medium affect the message? Architecture students’ perceptions of the relative utility of different feedback methods. Assessment & Evaluation in Higher Education 46:1, pages 54-67.
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Sin Wang Chong. (2021) Reconsidering student feedback literacy from an ecological perspective. Assessment & Evaluation in Higher Education 46:1, pages 92-104.
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Julia Kasch, Peter van Rosmalen, Ansje Löhr, Roland Klemke, Alessandra Antonaci & Marco Kalz. (2021) Students’ perceptions of the peer-feedback experience in MOOCs. Distance Education 42:1, pages 145-163.
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Linlin Xu, Lin Sophie Teng & Jinting Cai. (2021) Feedback engagement of Chinese international doctoral students. Studies in Continuing Education 43:1, pages 119-135.
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Linlin Xu & Jiehui Hu. (2020) Language feedback responses, voices and identity (re)construction: Experiences of Chinese international doctoral students. Innovations in Education and Teaching International 57:6, pages 724-735.
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Hannah T. McGinness, Patrina H. Y. Caldwell, Hasantha Gunasekera & Karen M. Scott. (2020) An educational intervention to increase student engagement in feedback. Medical Teacher 42:11, pages 1289-1297.
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Peter Grainger. (2020) How do pre-service teacher education students respond to assessment feedback?. Assessment & Evaluation in Higher Education 45:7, pages 913-925.
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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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Karen Gravett, Ian M. Kinchin, Naomi E. Winstone, Kieran Balloo, Marion Heron, Anesa Hosein, Simon Lygo-Baker & Emma Medland. (2020) The development of academics’ feedback literacy: experiences of learning from critical feedback via scholarly peer review. Assessment & Evaluation in Higher Education 45:5, pages 651-665.
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Narelle Eather, Brad Jones, Andrew Miller & Philip J. Morgan. (2020) Evaluating the impact of a coach development intervention for improving coaching practices in junior football (soccer): The “MASTER” pilot study. Journal of Sports Sciences 38:11-12, pages 1441-1453.
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David Carless. (2020) Longitudinal perspectives on students’ experiences of feedback: a need for teacher–student partnerships. Higher Education Research & Development 39:3, pages 425-438.
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Yiran Zhang, Shulin Yu & Kaihao Yuan. (2020) Understanding Master’s students’ peer feedback practices from the academic discourse community perspective: A rethinking of postgraduate pedagogies. Teaching in Higher Education 25:2, pages 126-140.
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Karen Gravett & Ian M. Kinchin. (2020) Referencing and empowerment: exploring barriers to agency in the higher education student experience. Teaching in Higher Education 25:1, pages 84-97.
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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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Karen Gravett & Naomi E. Winstone. (2019) ‘Feedback interpreters’: the role of learning development professionals in facilitating university students’ engagement with feedback. Teaching in Higher Education 24:6, pages 723-738.
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David Carless. (2019) Feedback loops and the longer-term: towards feedback spirals. Assessment & Evaluation in Higher Education 44:5, pages 705-714.
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Lisa Payne. (2019) Student engagement: three models for its investigation. Journal of Further and Higher Education 43:5, pages 641-657.
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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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Rachelle Esterhazy & Crina Damşa. (2019) Unpacking the feedback process: an analysis of undergraduate students’ interactional meaning-making of feedback comments. Studies in Higher Education 44:2, pages 260-274.
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Teresa Guasch, Anna Espasa & Montserrat Martinez-Melo. (2019) The art of questioning in online learning environments: the potentialities of feedback in writing. Assessment & Evaluation in Higher Education 44:1, pages 111-123.
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Emma Howard, Maria Meehan & Andrew Parnell. (2019) Quantifying participation in, and the effectiveness of, remediating assessment in a university mathematics module. Assessment & Evaluation in Higher Education 44:1, pages 97-110.
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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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Susan J. Deeley, Moira Fischbacher-Smith, Dimitar Karadzhov & Elina Koristashevskaya. (2019) Exploring the ‘wicked’ problem of student dissatisfaction with assessment and feedback in higher education. Higher Education Pedagogies 4:1, pages 385-405.
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David Carless & David Boud. (2018) The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education 43:8, pages 1315-1325.
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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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Yaw Owusu-Agyeman & Otu Larbi-Siaw. (2018) Measuring Students’ Learning using a Value Added Approach. Africa Education Review 15:4, pages 99-117.
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María Fernández-Toro & Concha Furnborough. (2018) Evaluating alignment of student and tutor perspectives on feedback on language learning assignments. Distance Education 39:4, pages 548-567.
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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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Deliang Man, Yiqin Xu & John Mitchell O’Toole. (2018) Understanding autonomous peer feedback practices among postgraduate students: a case study in a Chinese university. Assessment & Evaluation in Higher Education 43:4, pages 527-536.
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Ivan Chong. (2018) Interplay among technical, socio-emotional and personal factors in written feedback research. Assessment & Evaluation in Higher Education 43:2, pages 185-196.
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Yaw Owusu-Agyeman & Otu Larbi-Siaw. (2018) Exploring the factors that enhance student–content interaction in a technology-mediated learning environment. Cogent Education 5:1.
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Yueting Xu & David Carless. (2017) ‘Only true friends could be cruelly honest’: cognitive scaffolding and social-affective support in teacher feedback literacy. Assessment & Evaluation in Higher Education 42:7, pages 1082-1094.
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Linlin Xu. (2017) Written feedback in intercultural doctoral supervision: a case study. Teaching in Higher Education 22:2, pages 239-255.
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Emma Mulliner & Matthew Tucker. (2017) Feedback on feedback practice: perceptions of students and academics. Assessment & Evaluation in Higher Education 42:2, pages 266-288.
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Rola Ajjawi & David Boud. (2017) Researching feedback dialogue: an interactional analysis approach. Assessment & Evaluation in Higher Education 42:2, pages 252-265.
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Sally Baker. (2017) Students’ writing ‘in transition’ from A-levels to university: how assessment drives students’ understandings, practices and discourses. Assessment & Evaluation in Higher Education 42:1, pages 18-36.
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Naomi E. Winstone, Robert A. Nash, Michael Parker & James Rowntree. (2017) Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes. Educational Psychologist 52:1, pages 17-37.
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Jessica To. (2016) ‘This is not what I need’: conflicting assessment feedback beliefs in a post-secondary institution in Hong Kong. Research in Post-Compulsory Education 21:4, pages 447-467.
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Guangwei Hu & Lilin Choo. (2016) The impact of disciplinary background and teaching experience on the use of evaluative language in teacher feedback. Teachers and Teaching 22:3, pages 329-349.
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Gail Crimmins, Gregory Nash, Florin Oprescu, Marama Liebergreen, Janet Turley, Richard Bond & Jeanne Dayton. (2016) A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships. Assessment & Evaluation in Higher Education 41:1, pages 141-153.
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Angela J. McLean, Carol H. Bond & Helen D. Nicholson. (2015) An anatomy of feedback: a phenomenographic investigation of undergraduate students' conceptions of feedback. Studies in Higher Education 40:5, pages 921-932.
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John T.E. Richardson, Bethany Alden Rivers & Denise Whitelock. (2015) The role of feedback in the under-attainment of ethnic minority students: evidence from distance education. Assessment & Evaluation in Higher Education 40:4, pages 557-573.
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Sharon Pittaway & Tony Dowden. (2014) Providing Students with Written Feedback on Their Assessment: A Collaborative Self-Study Exploring the Nexus of Research and Practice. Studying Teacher Education 10:3, pages 197-209.
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Ding Ding Tee & Pervaiz K. Ahmed. (2014) 360 degree feedback: an integrative framework for learning and assessment. Teaching in Higher Education 19:6, pages 579-591.
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Alasdair Blair, Alun Wyburn-Powell, Mark Goodwin & Sam Shields. (2014) Can dialogue help to improve feedback on examinations?. Studies in Higher Education 39:6, pages 1039-1054.
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Shirley V. Scott. (2014) Practising what we preach: towards a student-centred definition of feedback. Teaching in Higher Education 19:1, pages 49-57.
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María Fernández-Toro & Concha Furnborough. (2014) Feedback on feedback: eliciting learners’ responses to written feedback through student-generated screencasts. Educational Media International 51:1, pages 35-48.
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Min Yang & David Carless. (2013) The feedback triangle and the enhancement of dialogic feedback processes. Teaching in Higher Education 18:3, pages 285-297.
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Paul Orsmond, Stephen J. Maw, Julian R. Park, Stephen Gomez & Anne C. Crook. (2013) Moving feedback forward: theory to practice. Assessment & Evaluation in Higher Education 38:2, pages 240-252.
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