Citations (74)
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Ann Karin Sandal. (2023) Vocational teachers` professional development in assessment for learning. Journal of Vocational Education & Training 75:4, pages 654-676.
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Jenny Green. (2023) Primary students’ experiences of formative feedback in mathematics. Education Inquiry 14:3, pages 285-305.
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Min-Hsien Lee. (2023) Lower secondary school students’ perceptions of science assessment feedback and their conceptions of science assessment: a transitional phase of developing an understanding of assessment. Research in Science & Technological Education 41:3, pages 928-945.
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Kim-Daniel Vattøy & Siv M. Gamlem. (2023) Students’ experiences of peer feedback practices as related to awareness raising of learning goals, self-monitoring, self-efficacy, anxiety, and enjoyment in teaching EFL and mathematics. Scandinavian Journal of Educational Research 0:0, pages 1-15.
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Marion Heron, Emma Medland, Naomi Winstone & Edd Pitt. (2023) Developing the relational in teacher feedback literacy: exploring feedback talk. Assessment & Evaluation in Higher Education 48:2, pages 172-185.
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Karen Mountain, Wilma Teviotdale, Jonathan Duxbury & Jenny Oldroyd. (2023) Are they taking action? Accounting undergraduates’ engagement with assessment criteria and self-regulation development. Accounting Education 32:1, pages 34-60.
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Siv M. Gamlem & Ingrid Helleve. (2022) Mapping sustainability of professional development in four Norwegian lower-secondary schools. Cogent Education 9:1.
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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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Kim-Daniel Vattøy, Siv M. Gamlem, Lina Rebekka Kobberstad & Wenke Mork Rogne. (2022) Students’ experiences of assessment and feedback engagement in digital contexts: a mixed-methods case study in upper secondary school. Education Inquiry 0:0, pages 1-22.
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Dennis Luchembe & Overson Shumba. (2022) Employing Practical Work, Computer Simulations and Feedback: Promoting Introductory Physics Students’ Learning of Circular and Rotational Motion. African Journal of Research in Mathematics, Science and Technology Education 26:3, pages 260-274.
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Elisabeth Eriksson, Lisa Björklund Boistrup & Robert Thornberg. (2022) “You must learn something during a lesson”: how primary students construct meaning from teacher feedback. Educational Studies 48:3, pages 323-340.
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Kim-Daniel Vattøy, Siv M. Gamlem & Wenke Mork Rogne. (2021) Examining students’ feedback engagement and assessment experiences: a mixed study. Studies in Higher Education 46:11, pages 2325-2337.
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Tessa H. S. Eysink & Kim Schildkamp. (2021) A conceptual framework for Assessment-Informed Differentiation (AID) in the classroom. Educational Research 63:3, pages 261-278.
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Miriam Judge. (2021) Covid 19, school closures and the uptake of a digital assessment for learning pilot project during Ireland’s national lockdown. Irish Educational Studies 40:2, pages 419-429.
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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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Fabienne Van Der Kleij & Lenore Adie. (2020) Towards effective feedback: an investigation of teachers’ and students’ perceptions of oral feedback in classroom practice. Assessment in Education: Principles, Policy & Practice 27:3, pages 252-270.
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Kim-Daniel Vattøy & Siv M. Gamlem. (2020) Teacher–student interactions and feedback in English as a foreign language classrooms. Cambridge Journal of Education 50:3, pages 371-389.
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Ruth Dann. (2019) Feedback as a relational concept in the classroom. The Curriculum Journal 30:4, pages 352-374.
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Jens Anker-Hansen & Maria Andrée. (2019) Using and rejecting peer feedback in the science classroom: a study of students’ negotiations on how to use peer feedback when designing experiments. Research in Science & Technological Education 37:3, pages 346-365.
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Martin Lackéus & Carin Sävetun. (2019) Assessing the Impact of Enterprise Education in Three Leading Swedish Compulsory Schools. Journal of Small Business Management 57:sup1, pages 33-59.
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Wenke M. Rogne & Siv M. Gamlem. (2019) Pupils’ Information Processing and Its Implications for Learning and Assessment: A Think-Aloud Study. Scandinavian Journal of Educational Research 63:4, pages 520-533.
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Sharon Leanne Hogan. (2019) Social filters shaping student responses to teacher feedback in the secondary drama classroom. NJ 43:1, pages 4-19.
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Kenneth Silseth & Øystein Gilje. (2019) Multimodal composition and assessment: a sociocultural perspective. Assessment in Education: Principles, Policy & Practice 26:1, pages 26-42.
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Sverre Tveit. (2018) Ambitious and ambiguous: shifting purposes of national testing in the legitimation of assessment policies in Norway and Sweden (2000–2017). Assessment in Education: Principles, Policy & Practice 25:3, pages 327-350.
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Christopher DeLuca, Allison E. A. Chapman-Chin, Danielle LaPointe-McEwan & Don A. Klinger. (2018) Student perspectives on assessment for learning. The Curriculum Journal 29:1, pages 77-94.
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Chris Cookson. (2017) Voices from the East and West: congruence on the primary purpose of tutor feedback in higher education. Assessment & Evaluation in Higher Education 42:7, pages 1168-1179.
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Katie Kerr. (2017) Exploring student perceptions of verbal feedback. Research Papers in Education 32:4, pages 444-462.
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Ingvill Krogstad Svanes & Kaare Skagen. (2017) Connecting feedback, classroom research and Didaktik perspectives. Journal of Curriculum Studies 49:3, pages 334-351.
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Elizabeth Oltedal, Siv M. Gamlem, Ole M. Kleivenes, Kari Ryslett & Thorstein Vasset. (2016) Teachers’ assessment experiences and perceptions in the practical-aesthetic subjects. Scandinavian Journal of Educational Research 60:6, pages 649-662.
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Tony Burner. (2016) Formative assessment of writing in English as a foreign language. Scandinavian Journal of Educational Research 60:6, pages 626-648.
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Therese N. Hopfenbeck. (2015) Lead Editors’ editorial introduction. Assessment in Education: Principles, Policy & Practice 22:2, pages 179-181.
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Articles from other publishers (43)
Ezgi GÜN-TOSİK, Bilal ATASOY & Akça Okan YÜKSEL. (2023) The Role of ePortfolios in Formative Assessment: A Systematic Literature Review. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi 14:Özel Sayı, pages 299-319.
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Brandon J. Yik, David G. Schreurs & Jeffrey R. Raker. (2023) Implementation of an R Shiny App for Instructors: An Automated Text Analysis Formative Assessment Tool for Evaluating Lewis Acid–Base Model Use. Journal of Chemical Education 100:8, pages 3107-3113.
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Pernille Fiskerstrand & Siv M. Gamlem. (2023) Instructional feedback to support self-regulated writing in primary school. Frontiers in Education 8.
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Dorthea Sekkingstad & Ann Karin Sandal. 2023. Nyskaping. Nyskaping
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Chryselle Rego & Enid Montague. (2023) The impact of feedback modalities and the influence of cognitive load on interpersonal communication in non-clinical settings: Experimental Study Design (Preprint). JMIR Human Factors.
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Олена Халік. (2023) Управлiння вчителем зворотним зв’язком в освiтньому процесi. Актуальні проблеми психології в закладах освіти 13, pages 120-134.
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Fabienne van der Kleij. (2021) Teacher and student perceptions of oral classroom feedback practices: a video-stimulated recall study. The Australian Educational Researcher 50:2, pages 353-370.
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Zi Yan & Ming Ming Chiu. (2022) The relationship between formative assessment and reading achievement: A multilevel analysis of students in 19 countries/regions. British Educational Research Journal 49:1, pages 186-208.
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Alexandra Dorfer, Gudrun Salmhofer & Lisa Scheer. 2023. Student Assessment in Digital and Hybrid Learning Environments. Student Assessment in Digital and Hybrid Learning Environments
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Julie Arnold. (2022) Prioritising students in Assessment for Learning: A scoping review of research on students' classroom experience. Review of Education 10:3.
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Rosa M. Mayordomo, Anna Espasa, Teresa Guasch & Montserrat Martínez-Melo. (2022) Perception of online feedback and its impact on cognitive and emotional engagement with feedback. Education and Information Technologies 27:6, pages 7947-7971.
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Sun Hee Kim, Haemee Rim, Yun Min Kim, Ji Hyun Hwang, Su Min Kim & Chul Min Kim. (2022) A Delphi Study to Develop Scenario-Based Assessment Framework of Mathematical Attitude and Practice. Journal of Educational Research in Mathematics 32:2, pages 149-181.
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Sabita Menon & Rosemary K. Clyne. (2022) Uptake of formative feedback: perspective from a transnational education cohort. Essays in Biochemistry 66:1, pages 75-81.
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Leonor Santos. (2022) O feedback como uma poderosa ferramenta para a aprendizagem matemática: uma meta-análise de estudos portugueses. Revemop 4, pages e202210.
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Angela M. Lui & Heidi L. Andrade. (2022) The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing. Frontiers in Education 7.
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Qiaozhen Yan, Lawrence Jun Zhang & Xiaolong Cheng. (2021) Implementing Classroom-Based Assessment for Young EFL Learners in the Chinese Context: A Case Study. The Asia-Pacific Education Researcher 30:6, pages 541-552.
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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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Julia Högemann, Jennifer Cunha, José Carlos Núñez, Guillermo Vallejo, Celestino Rodríguez & Pedro Rosário. (2021) Writing intervention with elementary students struggling with writing: examining approach profiles to the teacher feedback on writing quality and motivational variables. Reading and Writing 34:7, pages 1681-1710.
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John Hattie, Jill Crivelli, Kristin Van Gompel, Patti West-Smith & Kathryn Wike. (2021) Feedback That Leads to Improvement in Student Essays: Testing the Hypothesis that “Where to Next” Feedback is Most Powerful. Frontiers in Education 6.
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Fabienne M. Van der Kleij & Anastasiya A. Lipnevich. (2020) Student perceptions of assessment feedback: a critical scoping review and call for research. Educational Assessment, Evaluation and Accountability 33:2, pages 345-373.
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Cameron Brooks, Rochelle Burton, Fabienne van der Kleij, Annemaree Carroll, Karen Olave & John Hattie. (2021) From fixing the work to improving the learner: An initial evaluation of a professional learning intervention using a new student-centred feedback model. Studies in Educational Evaluation 68, pages 100943.
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Fabienne M. van der Kleij. (2020) Evaluation of the ‘Feedback Engagement Enhancement Tool’ to examine and enhance students’ engagement with feedback on their writing. Studies in Educational Evaluation 66, pages 100907.
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Kim-Daniel Vattøy. (2020) Teachers’ beliefs about feedback practice as related to student self-regulation, self-efficacy, and language skills in teaching English as a foreign language. Studies in Educational Evaluation 64, pages 100828.
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J.T. Torres, Zoe Higheagle Strong & Olusola O. Adesope. (2020) Reflection through assessment: A systematic narrative review of teacher feedback and student self-perception. Studies in Educational Evaluation 64, pages 100814.
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Kim Schildkamp, Fabienne M. van der Kleij, Maaike C. Heitink, Wilma B. Kippers & Bernard P. Veldkamp. (2020) Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research 103, pages 101602.
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Senin Khamis & Asri Selamat. (2019) The Use of Feedback in the Classroom Assessment: A Case Study. International Journal of Academic Research in Progressive Education and Development 8:3.
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Cameron Brooks, Yangtao Huang, John Hattie, Annemaree Carroll & Rochelle Burton. (2019) What Is My Next Step? School Students' Perceptions of Feedback. Frontiers in Education 4.
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Maria Cutumisu. (2019) Feedback Valence Agency Moderates the Effect of Pre-service Teachers’ Growth Mindset on the Relation Between Revising and Performance. Frontiers in Psychology 10.
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Fiona D. H. Tan, Peter R. Whipp, Marylène Gagné & Niels Van Quaquebeke. (2018) Students’ perception of teachers’ two-way feedback interactions that impact learning. Social Psychology of Education 22:1, pages 169-187.
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Gavin T. L. Brown & Lois R. Harris. 2018. The Cambridge Handbook of Instructional Feedback. The Cambridge Handbook of Instructional Feedback
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Lenore Adie, Fabienne van der Kleij & Joy Cumming. (2018) The development and application of coding frameworks to explore dialogic feedback interactions and self-regulated learning. British Educational Research Journal 44:4, pages 704-723.
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Ammar Bahadur Singh & Anders I. Mørch. (2018) An Analysis of Participants’ Experiences fromthe First International MOOC Offered at the University of Oslo. Nordic Journal of Digital Literacy 13:1, pages 40-64.
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Ívar Rafn Jónsson, Kari Smith & Guðrún Geirsdóttir. (2018) Shared language of feedback and assessment. Perception of teachers and students in three Icelandic secondary schools. Studies in Educational Evaluation 56, pages 52-58.
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Marianne Wighus & Ida Torunn Bjørk. (2018) An educational intervention to enhance clinical skills learning: Experiences of nursing students and teachers. Nurse Education in Practice 29, pages 143-149.
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Naama Benny & Ron Blonder. (2018) Interactions of chemistry teachers with gifted students in a regular high-school chemistry classroom. Chemistry Education Research and Practice 19:1, pages 122-134.
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Anna Öhman & Marie Tanner. (2017) Creating space for students' concerns: Embodied feedback practices in hairdressing education. Learning, Culture and Social Interaction 14, pages 79-93.
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Irina Engeness & Anders Mørch. (2016) Developing Writing Skills in English Using Content-Specific Computer-Generated Feedback with EssayCritic. Nordic Journal of Digital Literacy 11:2, pages 118-135.
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M.C. Heitink, F.M. Van der Kleij, B.P. Veldkamp, K. Schildkamp & W.B. Kippers. (2016) A systematic review of prerequisites for implementing assessment for learning in classroom practice. Educational Research Review 17, pages 50-62.
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