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Citations (92)
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Ann Karin Sandal & Ann Kristin Sperle. (2024) Students’ perspective on feedback in mathematics in high school. Cogent Education 11:1.
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Lilia Mantai, Christopher Swain, Margaret Bearman & Angela Brew. (2024) Assessment of student learning in undergraduate research engagement. Higher Education Research & Development 43:4, pages 937-951.
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Kieran Balloo, Laura Barnett, Karen Gravett, Xeina Ali, James Tatam & Naomi E. Winstone. (2024) Surfacing the complexity of students’ experiences of assessment and feedback processes using a rich picture approach. Journal of Further and Higher Education 48:4, pages 467-480.
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Anne Line Wittek, Thomas de Lange & Marit Kirkevold. (2024) Supervisors supporting supervisors in the context of higher education. Scandinavian Journal of Educational Research 68:3, pages 520-538.
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Luotong Hui, Kate Ippolito, Moira Sarsfield & Magda Charalambous. (2024) Using a self-reflective ePortfolio and feedback dialogue to understand and address problematic feedback expectations. Assessment & Evaluation in Higher Education 49:3, pages 334-347.
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Katrina McLachlan & Neil Tippett. (2024) Kickstarting creative collaboration: placing authentic feedback at the heart of online digital media education. Assessment & Evaluation in Higher Education 49:2, pages 246-261.
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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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Ziene Mottiar, Greg Byrne, Geraldine Gorham & Emma Robinson. (2024) An examination of the impact of COVID-19 on assessment practices in higher education. European Journal of Higher Education 14:1, pages 101-121.
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Deborah Hersh & David Boud. (2024) Reassessing assessment: what can post stroke aphasia assessment learn from research on assessment in education?. Aphasiology 38:1, pages 123-143.
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Jackie Tuck. (2024) Defamiliarizing assessment and feedback: exploring the potential of ‘moments of engagement’ to throw light on the marking of undergraduate assignments. Assessment & Evaluation in Higher Education 49:1, pages 72-85.
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Kelly E Matthews, Catherine Sherwood, Eimear Enright & Alison Cook-Sather. (2024) What do students and teachers talk about when they talk together about feedback and assessment? Expanding notions of feedback literacy through pedagogical partnership. Assessment & Evaluation in Higher Education 49:1, pages 26-38.
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Jordan Allison. (2023) Devising a cyber security management module through integrated course design. Journal of Further and Higher Education 47:10, pages 1389-1403.
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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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Kelly E. Matthews, Joanna Tai, Eimear Enright, David Carless, Caelan Rafferty & Naomi Winstone. (2023) Transgressing the boundaries of ‘students as partners’ and ‘feedback’ discourse communities to advance democratic education. Teaching in Higher Education 28:7, pages 1503-1517.
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Fatemeh Salehian Kia, Abelardo Pardo, Shane Dawson & Heather O’Brien. (2023) Exploring the relationship between personalized feedback models, learning design and assessment outcomes. Assessment & Evaluation in Higher Education 48:6, pages 860-873.
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Richard Bale & Monika Pazio Rossiter. (2023) The role of cultural and linguistic factors in shaping feedback practices: the perspectives of international higher education teaching staff. Journal of Further and Higher Education 47:6, pages 810-821.
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Alyce Greenwood. (2023) Librarians as Teachers: A Reflection on Practice, Identity, and the TPACK Framework to Enhance Professional Practice. Journal of the Australian Library and Information Association 72:2, pages 178-188.
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Joanna Hong-Meng Tai, Mollie Dollinger, Rola Ajjawi, Trina Jorre de St Jorre, Shannon Krattli, Danni McCarthy & Daniella Prezioso. (2023) Designing assessment for inclusion: an exploration of diverse students’ assessment experiences. Assessment & Evaluation in Higher Education 48:3, pages 403-417.
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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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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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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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Stephanie M. A. Kruiper, Martijn J. M. Leenknecht & Bert Slof. (2022) Using scaffolding strategies to improve formative assessment practice in higher education. Assessment & Evaluation in Higher Education 47:3, pages 458-476.
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Michael Dunne, Gillian Nisbet & Merrolee Penman. (2021) How speech pathology educators conceptualise reflection in practicum contexts influences student learning experiences. Reflective Practice 22:3, pages 400-414.
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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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Hege Annette Olstad, Birgit Rognebakke Krogstie, Xiaomeng Su & Rune Hjelsvold. Enabling computing students to recognize acquired competencies with ePortfolios. Computer Science Education 0:0, pages 1-28.
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Peter Grainger, Michael Carey & Craig Johnston. Why not rubrics in doctoral education?. Assessment & Evaluation in Higher Education 0:0, pages 1-13.
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Maria Liljeholm Bång, Ola Lindberg, Oscar Rantatalo & Sara Lilliehorn. The mismatch between teaching and assessing professionalism: a practice architecture analysis of three professional programmes. Studies in Continuing Education 0:0, pages 1-20.
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Articles from other publishers (64)
Nola P Hill-Berry & Nellian E Hutton-Rose. (2024) Students’ perceptions of the quality and utility of assessment feedback: Implications for educational leadership and quality assurance. Equity in Education & Society.
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J Tai. (2024) Assessment: how well are we doing?. The Bulletin of the Royal College of Surgeons of England 106:3, pages 158-161.
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Thomas de Lange, Anne Møystad, Gerald Torgersen, Jan Ahlqvist & Eva Levring Jäghagen. (2023) Students' perceptions of post‐exam feedback in oral radiology—A comparative study from two dental hygienist educational settings. European Journal of Dental Education 28:2, pages 377-387.
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Amy Connery & Caitríona Ní Shé. (2024) Designing a Module on Stuttering and Cluttering: A Guide for Speech-Language Pathology Educators. American Journal of Speech-Language Pathology 33:3, pages 1157-1173.
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Beth Clark‐Gareca & Teresa Bruno Warkentin. (2024) Memory and relationships: A look into teachers' recollection of supervisory feedback. TESOL Journal.
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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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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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Na Luo. (2023) Teacher behaviour and student engagement with L2 writing feedback: a case study. International Review of Applied Linguistics in Language Teaching 0:0.
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Ying Zhan. (2023) Feedback Literacy of Teacher Candidates: Roles of Assessment Course Learning Experience and Motivations for Becoming a Teacher. The Asia-Pacific Education Researcher.
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Adriana Brook. (2023) (Un)making the grade: An instructor’s guide to mitigating the negative impacts of grades within a neoliberal university system. McGill Journal of Education 57:2, pages 195-210.
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James D. Sigler. (2023) Receiving student feedback: professor shared experiences. SN Social Sciences 3:8.
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Stephen W. Pan. (2023) Transnational public and global health education in China. Global Health Research and Policy 8:1.
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