Citations (146)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (70)
Angela Choi Fung Tam & Gigi Kai Yin Auyeung. (2023) Exploring students’ strategy-related beliefs and their mediation on strategies to act on feedback in L2 writing. Assessment & Evaluation in Higher Education 48:7, pages 1038-1052.
Read now
Read now
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.
Read now
Read now
Monika Pazio Rossiter. (2023) ‘What you mean versus what you say’ – exploring the role of language and culture in European students’ interpretation of feedback. Assessment & Evaluation in Higher Education 48:4, pages 544-555.
Read now
Read now
Jette Seiden Hyldegård & Hanne Nexø Jensen. (2023) The implied peer: thesis writers’ feedback activities and experiences in group supervision. Studies in Higher Education 0:0, pages 1-13.
Read now
Read now
Vince Mitchell, Erica Borgstrom, Sam Murphy, Charlene Campbell, Sandy Sieminski & Sandy Fraser. (2023) Exploring the experiences of distance learning students being supported to resubmit a final assignment following a fail result. Assessment & Evaluation in Higher Education 0:0, pages 1-13.
Read now
Read now
Paul Ian Campbell. (2022) ‘Pray(ing) the person marking your work isn't racist’: racialised inequities in HE assessment practice. Teaching in Higher Education 0:0, pages 1-15.
Read now
Read now
Tracii Ryan, Michael Henderson, Kris Ryan & Gregor Kennedy. (2022) Feedback in higher education: aligning academic intent and student sensemaking. Teaching in Higher Education 0:0, pages 1-16.
Read now
Read now
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.
Read now
Read now
Priscillia Pui, Brenda Yuen & Happy Goh. (2021) Using a criterion-referenced rubric to enhance student learning: a case study in a critical thinking and writing module. Higher Education Research & Development 40:5, pages 1056-1069.
Read now
Read now
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.
Read now
Read now
Marlies Schillings, H. Roebertsen, H. Savelberg, J. Whittingham & D. Dolmans. (2020) Peer-to-peer dialogue about teachers’ written feedback enhances students’ understanding on how to improve writing skills. Educational Studies 46:6, pages 693-707.
Read now
Read now
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.
Read now
Read now
Pascale Lorber, Steve Rooney & Mark Van Der Enden. (2019) Making assessment accessible: a student–staff partnership perspective. Higher Education Pedagogies 4:1, pages 488-502.
Read now
Read now
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.
Read now
Read now
Gillian Lazar & Agi Ryder. (2018) Speaking the same language: Developing a language-aware feedback culture. Innovations in Education and Teaching International 55:2, pages 143-152.
Read now
Read now
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.
Read now
Read now
Martina van Heerden, Sherran Clarence & Sharita Bharuthram. (2017) What lies beneath: exploring the deeper purposes of feedback on student writing through considering disciplinary knowledge and knowers. Assessment & Evaluation in Higher Education 42:6, pages 967-977.
Read now
Read now
Linlin Xu. (2017) Written feedback in intercultural doctoral supervision: a case study. Teaching in Higher Education 22:2, pages 239-255.
Read now
Read now
Stefan Sellbjer. (2017) Meaning in constant flow – university teachers’ understanding of examination tasks. Assessment & Evaluation in Higher Education 42:2, pages 182-194.
Read now
Read now
Lorraine Jones, Bill Allen, Peter Dunn & Lesley Brooker. (2017) Demystifying the rubric: a five-step pedagogy to improve student understanding and utilisation of marking criteria. Higher Education Research & Development 36:1, pages 129-142.
Read now
Read now
Phil Birch, John Batten & Jo Batey. (2016) The influence of student gender on the assessment of undergraduate student work. Assessment & Evaluation in Higher Education 41:7, pages 1065-1080.
Read now
Read now
John West & Will Turner. (2016) Enhancing the assessment experience: improving student perceptions, engagement and understanding using online video feedback. Innovations in Education and Teaching International 53:4, pages 400-410.
Read now
Read now
Lotta Bergman. (2016) Supporting academic literacies: university teachers in collaboration for change. Teaching in Higher Education 21:5, pages 516-531.
Read now
Read now
Maria Jackson & Leah Marks. (2016) Improving the effectiveness of feedback by use of assessed reflections and withholding of grades. Assessment & Evaluation in Higher Education 41:4, pages 532-547.
Read now
Read now
Sandy Sieminski, Julie Messenger & Sam Murphy. (2016) Case study: what supports students to improve their grades?. Open Learning: The Journal of Open, Distance and e-Learning 31:2, pages 141-151.
Read now
Read now
Tian Luo. (2016) Enabling microblogging-based peer feedback in face-to-face classrooms. Innovations in Education and Teaching International 53:2, pages 156-166.
Read now
Read now
Martyn Prigmore & Duke Gledhill. (2015) Usability of Tablet Computers to Facilitate Instant Written Feedback. Innovation in Teaching and Learning in Information and Computer Sciences 0:0, pages 1-17.
Read now
Read now
Nicky Meer & Amanda Chapman. (2015) Co-creation of Marking Criteria: Students as Partners in the Assessment Process. Business and Management Education in HE 0:0, pages 1-15.
Read now
Read now
Fiona L. Bird & Robyn Yucel. (2015) Feedback codes and action plans: building the capacity of first-year students to apply feedback to a scientific report. Assessment & Evaluation in Higher Education 40:4, pages 508-527.
Read now
Read now
Pam Donovan. (2014) Closing the feedback loop: physics undergraduates’ use of feedback comments on laboratory coursework. Assessment & Evaluation in Higher Education 39:8, pages 1017-1029.
Read now
Read now
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.
Read now
Read now
Lesley J. Morrell. (2014) Use of Feed-forward Mechanisms in a Novel Research-led Module. Bioscience Education 22:1, pages 70-81.
Read now
Read now
Helen Basturkmen, Martin East & John Bitchener. (2014) Supervisors' on-script feedback comments on drafts of dissertations: socialising students into the academic discourse community. Teaching in Higher Education 19:4, pages 432-445.
Read now
Read now
Renske A.M. de Kleijn, M. Tim Mainhard, Paulien C. Meijer, Mieke Brekelmans & Albert Pilot. (2013) Master’s thesis projects: student perceptions of supervisor feedback. Assessment & Evaluation in Higher Education 38:8, pages 1012-1026.
Read now
Read now
Paul Orsmond & Stephen Merry. (2013) The importance of self-assessment in students’ use of tutors’ feedback: a qualitative study of high and non-high achieving biology undergraduates. Assessment & Evaluation in Higher Education 38:6, pages 737-753.
Read now
Read now
David John Baker & Danielle Zuvela. (2013) Feedforward strategies in the first-year experience of online and distributed learning environments. Assessment & Evaluation in Higher Education 38:6, pages 687-697.
Read now
Read now
Alasdair Blair & Samantha McGinty. (2013) Feedback-dialogues: exploring the student perspective. Assessment & Evaluation in Higher Education 38:4, pages 466-476.
Read now
Read now
Tim Moore. (2013) Critical thinking: seven definitions in search of a concept. Studies in Higher Education 38:4, pages 506-522.
Read now
Read now
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.
Read now
Read now
Jing Tian & Graham
David Low. (2012) To what extent are postgraduate students from China prepared for academic writing needed on UK master's courses?. Language, Culture and Curriculum 25:3, pages 299-319.
Read now
Read now
Mark Jackson. (2012) Improving the assessment feedback experience: a case study. Enhancing Learning in the Social Sciences 4:3, pages 1-7.
Read now
Read now
Rose Trevelyan & Ann Wilson. (2012) Using patchwork texts in assessment: clarifying and categorising choices in their use. Assessment & Evaluation in Higher Education 37:4, pages 487-498.
Read now
Read now
John Hodgson & Ann Harris. (2012) Improving student writing at HE: Putting literacy studies to work. English in Education 46:1, pages 8-21.
Read now
Read now
Paul Orsmond & Stephen Merry. (2011) Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback. Assessment & Evaluation in Higher Education 36:2, pages 125-136.
Read now
Read now
Karen Handley & Lindsay Williams. (2011) From copying to learning: using exemplars to engage students with assessment criteria and feedback. Assessment & Evaluation in Higher Education 36:1, pages 95-108.
Read now
Read now
Sharon Gedye. (2010) Formative assessment and feedback: a review. Planet 23:1, pages 40-45.
Read now
Read now
D. Royce Sadler. (2010) Beyond feedback: developing student capability in complex appraisal. Assessment & Evaluation in Higher Education 35:5, pages 535-550.
Read now
Read now
JamesO. Jenkins. (2010) A multi‐faceted formative assessment approach: better recognising the learning needs of students. Assessment & Evaluation in Higher Education 35:5, pages 565-576.
Read now
Read now
Jerry Wellington. (2010) More than a matter of cognition: an exploration of affective writing problems of post-graduate students and their possible solutions. Teaching in Higher Education 15:2, pages 135-150.
Read now
Read now
Pete Greasley & Andrea Cassidy. (2010) When it comes round to marking assignments: how to impress and how to ‘distress’ lecturers …. Assessment & Evaluation in Higher Education 35:2, pages 173-189.
Read now
Read now
Jon Scott, Jo Badge & Alan Cann. (2009) Perceptions of Feedback One Year On: A Comparative Study of the Views of First and Second Year Biological Sciences Students. Bioscience Education 13:1, pages 1-9.
Read now
Read now
Mirabelle Walker. (2009) An investigation into written comments on assignments: do students find them usable?. Assessment & Evaluation in Higher Education 34:1, pages 67-78.
Read now
Read now
Deirdre Burke. (2009) Strategies for using feedback students bring to higher education. Assessment & Evaluation in Higher Education 34:1, pages 41-50.
Read now
Read now
Ruth Bevan, Joanne Badge, Alan Cann, Chris Willmott & Jon Scott. (2008) Seeing Eye-to-Eye? Staff and Student Views on Feedback. Bioscience Education 12:1, pages 1-15.
Read now
Read now
Alf Lizzio & Keithia Wilson. (2008) Feedback on assessment: students’ perceptions of quality and effectiveness. Assessment & Evaluation in Higher Education 33:3, pages 263-275.
Read now
Read now
Linda Devereux & Kate Wilson. (2008) Scaffolding literacies across the Bachelor of Education program: an argument for a course‐wide approach . Asia-Pacific Journal of Teacher Education 36:2, pages 121-134.
Read now
Read now
Tanya Covic & MairwenK. Jones. (2008) Is the essay resubmission option a formative or a summative assessment and does it matter as long as the grades improve?. Assessment & Evaluation in Higher Education 33:1, pages 75-85.
Read now
Read now
Steve Prowse, Neil Duncan, Julie Hughes & Deirdre Burke. (2007) ‘… do that and I'll raise your grade’. Innovative module design and recursive feedback. Teaching in Higher Education 12:4, pages 437-445.
Read now
Read now
Neil Duncan. (2007) ‘Feed‐forward’: improving students' use of tutors' comments. Assessment & Evaluation in Higher Education 32:3, pages 271-283.
Read now
Read now
David Carless. (2006) Differing perceptions in the feedback process. Studies in Higher Education 31:2, pages 219-233.
Read now
Read now
DavidJ. Nicol & Debra Macfarlane‐Dick. (2006) Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education 31:2, pages 199-218.
Read now
Read now
Charles Crook, Harriet Gross & Roy Dymott. (2006) Assessment relationships in higher education: the tension of process and practice. British Educational Research Journal 32:1, pages 95-114.
Read now
Read now
Sarah North. (2005) Different values, different skills? A comparison of essay writing by students from arts and science backgrounds. Studies in Higher Education 30:5, pages 517-533.
Read now
Read now
DavidF. Hyatt. (2005) ‘Yes, a very good point!’: a critical genre analysis of a corpus of feedback commentaries on Master of Education assignments. Teaching in Higher Education 10:3, pages 339-353.
Read now
Read now
Kevin Williams. (2005) Lecturer and first year student (mis)understandings of assessment task verbs:‘Mind the gap’. Teaching in Higher Education 10:2, pages 157-173.
Read now
Read now
Harvey Woolf
. (2004) Assessment criteria: reflections on current practices. Assessment & Evaluation in Higher Education 29:4, pages 479-493.
Read now
Read now
Effie MacLellan
. (2004) How reflective is the academic essay?. Studies in Higher Education 29:1, pages 75-89.
Read now
Read now
Rosemary Clerehan, Jill Turnbull, Tim Moore, Alanna Brown & Juhani Tuovinen. (2003) Transforming Learning Support: An Online Resource Centre for a Diverse Student Population. Educational Media International 40:1-2, pages 15-32.
Read now
Read now
James Hartley. (2002) Studying for the Future. Journal of Further and Higher Education 26:3, pages 207-227.
Read now
Read now
Richard Higgins, Peter Hartley & Alan Skelton. (2002) The Conscientious Consumer: Reconsidering the role of assessment feedback in student learning. Studies in Higher Education 27:1, pages 53-64.
Read now
Read now
Articles from other publishers (76)
Emma Whipday. 2023. Teaching Shakespeare and His Sisters. Teaching Shakespeare and His Sisters.
Marianne Liland & Else Berit Steinseth. (2023) Medstudentvurdering i gruppe på bachelor i sykepleie. Uniped 46:1, pages 55-66.
Crossref
Crossref
Alireza JalilifarNadia Mayahi. (2023)
Referral for re-submission
: Scholarly Expectations of EFL Applied Linguistics Doctoral Defense Sessions
. European Journal of Applied Linguistics 11:1, pages 160-189.
Crossref
Crossref
Kim Gilligan. 2023. Gender, Sexuality and the UN's SDGs. Gender, Sexuality and the UN's SDGs
257
278
.
Sabita Menon & Rosemary K. Clyne. (2022) Uptake of formative feedback: perspective from a transnational education cohort. Essays in Biochemistry 66:1, pages 75-81.
Crossref
Crossref
William S. Pearson. (2022) Student Engagement with Teacher Written Feedback on Rehearsal Essays Undertaken in Preparation for IELTS. SAGE Open 12:1, pages 215824402210798.
Crossref
Crossref
Abate Demissie Gedamu & Tesfaye Habtemariam Gezahegn. (2021) EFL supervisors’ written feedback focus and language functions: a mixed methods study. Asian-Pacific Journal of Second and Foreign Language Education 6:1.
Crossref
Crossref
Murad Abdu Saeed Mohammed & Musheer Abdulwahid AL-Jaberi. (2021) Google Docs or Microsoft Word? Master's students' engagement with instructor written feedback on academic writing in a cross-cultural setting. Computers and Composition 62, pages 102672.
Crossref
Crossref
Michael Henderson, Tracii Ryan, David Boud, Phillip Dawson, Michael Phillips, Elizabeth Molloy & Paige Mahoney. (2019) The usefulness of feedback. Active Learning in Higher Education 22:3, pages 229-243.
Crossref
Crossref
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.
Crossref
Crossref
Catherine HainesCatherine Haines. 2021. Assessing Students’ Written Work. Assessing Students’ Written Work
115
137
.
Murad Abdu Saeed, Huda Suleiman Al Qunayeer & Musheer Abdulwahid AL-Jaberi. (2021) Exploring Supervisory Feedback Formulation on Academic Writing of Research Proposals and Postgraduates’ Responses to Feedback: A Case Study. SAGE Open 11:2, pages 215824402110071.
Crossref
Crossref
Abdulghani Muthanna & Ahmed Alduais. (2020) A Thematic Review on Research Integrity and Research Supervision: Relationships, Crises and Critical Messages. Journal of Academic Ethics 19:1, pages 95-113.
Crossref
Crossref
Sharon Ndolo. 2021. Expanding Global Horizons Through Technology Enhanced Language Learning. Expanding Global Horizons Through Technology Enhanced Language Learning
179
190
.
Marukh Shakir, Mujahid Shah & Munir Khattak. (2020) International ESL Students’ Experiences and Perceptions of Effective and Constructive Feedback Practises on their Academic Writing in MA Programme.. Journal of Business and Social Review in Emerging Economies 6:4, pages 1401-1413.
Crossref
Crossref
Gabrielle Hansen. (2020) Formative assessment as a collaborative act. Teachers` intention and students` experience: Two sides of the same coin, or?. Studies in Educational Evaluation 66, pages 100904.
Crossref
Crossref
Aisha N. Griffith, Haley E. Johnson, Reed W. Larson & Ellen K. Buttitta. (2020) A qualitative examination of critical feedback processes in project-based youth programs. Contemporary Educational Psychology 62, pages 101892.
Crossref
Crossref
Brendan Boyle, Rebecca Mitchell, Anthony McDonnell, Narender Sharma, Kumar Biswas & Stephen Nicholas. (2020) Overcoming the challenge of “fuzzy” assessment and feedback. Education + Training 62:5, pages 505-519.
Crossref
Crossref
Susanne Voelkel, Tunde Varga‐Atkins & Luciane V. Mello. (2020) Students tell us what good written feedback looks like. FEBS Open Bio 10:5, pages 692-706.
Crossref
Crossref
Alia MoserAlia Moser. 2020. Written Corrective Feedback: The Role of Learner Engagement. Written Corrective Feedback: The Role of Learner Engagement
157
169
.
Prithvi N. ShresthaPrithvi N. Shrestha. 2020. Dynamic Assessment of Students’ Academic Writing. Dynamic Assessment of Students’ Academic Writing
1
33
.
Clément Ndoricimpa. (2019) Scaffolding ESL Tertiary Students’ Challenges with Essay Genre: A Systemic Functional Linguistics Perspective. International Journal of Research in English Education 4:4, pages 55-69.
Crossref
Crossref
Adrian N Jones. (2016) A (theory and pedagogy) essay on the (history) essay. Arts and Humanities in Higher Education 17:2, pages 222-240.
Crossref
Crossref
Sasikala (Shashi) Nallaya. (2018) An exploration of how first year students are inducted into their discipline’s academic discourses. International Journal of Educational Research 87, pages 57-66.
Crossref
Crossref
Wael Alharbi. (2017) E-Feedback as a Scaffolding Teaching Strategy in the Online Language Classroom. Journal of Educational Technology Systems 46:2, pages 239-251.
Crossref
Crossref
Yu-Chun Grace Yen, Steven P. Dow, Elizabeth Gerber & Brian P. Bailey. (2017) Listen to Others, Listen to Yourself. Listen to Others, Listen to Yourself.
Inger Erixon Arreman & Per-Olof Erixon. (2017) Professional and academic discourse – Swedish student teachers’ final degree project in Early Childhood Education and Care. Linguistics and Education 37, pages 52-62.
Crossref
Crossref
Eureka Foong, Steven P. Dow, Brian P. Bailey & Elizabeth M. Gerber. (2017) Online Feedback Exchange. Online Feedback Exchange.
Carrie Winstanley. 2017. Ipsative Assessment and Personal Learning Gain. Ipsative Assessment and Personal Learning Gain
65
84
.
Natalie Semley, Rong Huang & Jenna Dalton. (2016) Feedback for Learning Development: Tourism students' perspective. Journal of Hospitality, Leisure, Sport & Tourism Education 19, pages 41-53.
Crossref
Crossref
P. Calleja, T. Harvey, A. Fox & M. Carmichael. (2016) Feedback and clinical practice improvement: A tool to assist workplace supervisors and students. Nurse Education in Practice 17, pages 167-173.
Crossref
Crossref
Andy Lamey. (2015) Video Feedback in Philosophy. Metaphilosophy 46:4-5, pages 691-702.
Crossref
Crossref
KOGCE Davut. (2015) Perspectives of prospective elementary school teachers on feedback in the Mathematics Instruction I and II courses. Educational Research and Reviews 10:16, pages 2250-2267.
Crossref
Crossref
David Tuffley & Amy Antonio. (2015) Enhancing Educational Opportunities with Computer-Mediated Assessment Feedback. Future Internet 7:3, pages 294-306.
Crossref
Crossref
Franck Silvestre, Philippe Vidal & Julien Broisin. (2015) Online Tests Based on Contributions Provided by Teachers and Students during Face to Face Lectures. Online Tests Based on Contributions Provided by Teachers and Students during Face to Face Lectures.
Sally L. Humphrey & Dorothy Economou. (2015) Peeling the onion – A textual model of critical analysis. Journal of English for Academic Purposes 17, pages 37-50.
Crossref
Crossref
Martina Nathan. (2015) Individual face-to-face tutorials: the value in nurse education. British Journal of Nursing 24:3, pages 162-167.
Crossref
Crossref
Ian Glover, Helen J. Parkin, Stuart Hepplestone, Brian Irwin & Helen Rodger. (2015) Making connections: technological interventions to support students in using, and tutors in creating, assessment feedback. Research in Learning Technology 23:1, pages 27078.
Crossref
Crossref
Barbara Walsh, Sarah Nixon, Caitlin Walker & Nancy Doyle. (2015) Using a Clean Feedback Model to Facilitate the Learning Process. Creative Education 06:10, pages 953-960.
Crossref
Crossref
Edward P. Randviir, Samuel M. Illingworth, Matthew J. Baker, Matthew Cude & Craig E. Banks. (2016) Twittering About Research: A Case Study of the World’s First Twitter Poster Competition. F1000Research 4, pages 798.
Crossref
Crossref
Edward P. Randviir, Samuel M. Illingworth, Matthew J. Baker, Matthew Cude & Craig E. Banks. (2015) Twittering About Research: A Case Study of the World’s First Twitter Poster Competition. F1000Research 4, pages 798.
Crossref
Crossref
Frederique Bouilheres. 2015. Redefining Asia Pacific Higher Education in Contexts of Globalization: Private Markets and the Public Good. Redefining Asia Pacific Higher Education in Contexts of Globalization: Private Markets and the Public Good
101
116
.
Nicky M. Meer & Amanda Chapman. (2014) Assessment for confidence: Exploring the impact that low-stakes assessment design has on student retention. The International Journal of Management Education 12:2, pages 186-192.
Crossref
Crossref
Catherine Franc & Annie Morton. 2014. Computational Linguistics. Computational Linguistics
709
723
.
Rosiatimah binti Mohd Isa & Mohd Afiq bin Azero. (2013) Assessment Feedback to Accounting Students. Procedia - Social and Behavioral Sciences 90, pages 651-659.
Crossref
Crossref
Ollie Jones & Andrea Gorra. (2013) Assessment feedback only on demand: Supporting the few not supplying the many. Active Learning in Higher Education 14:2, pages 149-161.
Crossref
Crossref
Alasdair Blair, Steven Curtis, Mark Goodwin & Sam Shields. (2012) The Significance of Assignment Feedback: From Consumption to Construction. European Political Science 12:2, pages 231-244.
Crossref
Crossref
Ahmar Mahboob & Devo Y. Devrim. (2013) Supporting Independent Construction Online: Feedback in the SLATE project. Linguistics and the Human Sciences 7:1-3.
Crossref
Crossref
Anders Jonsson. (2012) Facilitating productive use of feedback in higher education. Active Learning in Higher Education 14:1, pages 63-76.
Crossref
Crossref
Alasdair Blair, Steven Curtis & Sam Mcginty. (2012) Is Peer Feedback an Effective Approach for Creating Dialogue in Politics?. European Political Science 12:1, pages 102-115.
Crossref
Crossref
Alasdair Blair, Steven Curtis, Mark Goodwin & Sam Shields. (2012) What Feedback do Students Want?. Politics 33:1, pages 66-79.
Crossref
Crossref
Catherine Franc & Annie Morton. 2013. Computer-Assisted Foreign Language Teaching and Learning. Computer-Assisted Foreign Language Teaching and Learning
262
275
.
Maurice Hall, Lezley-Anne Hanna & Siobhan Quinn. (2012) Pharmacy Students’ Views of Faculty Feedback on Academic Performance. American Journal of Pharmaceutical Education 76:1, pages 5.
Crossref
Crossref
Anne Crook, Alice Mauchline, Stephen Maw, Clare Lawson, Robyn Drinkwater, Karsten Lundqvist, Paul Orsmond, Stephen Gomez & Julian Park. (2012) The use of video technology for providing feedback to students: Can it enhance the feedback experience for staff and students?. Computers & Education 58:1, pages 386-396.
Crossref
Crossref
Debra Jones. (2011) Feedback in Academic Writing: Using Feedback to Feed-Forward. Language Education in Asia 2:1, pages 121-134.
Crossref
Crossref
Cris Yelland. (2011) A genre and move analysis of written feedback in higher education. Language and Literature: International Journal of Stylistics 20:3, pages 218-235.
Crossref
Crossref
Stuart Hepplestone, Graham Holden, Brian Irwin, Helen J. Parkin & Louise Thorpe. (2011) Using technology to encourage student engagement with feedback: a literature review. Research in Learning Technology 19:2.
Crossref
Crossref
Ting WangLinda Y. Li. (2011) ‘Tell me what to do’ vs. ‘guide me through it’: Feedback experiences of international doctoral students. Active Learning in Higher Education 12:2, pages 101-112.
Crossref
Crossref
Anna Rowe. (2011) The personal dimension in teaching: why students value feedback. International Journal of Educational Management 25:4, pages 343-360.
Crossref
Crossref
Karen Gubbins. (2011) Are current feedback methods optimal for student understanding and learning?. Journal of Paramedic Practice 3:3, pages 136-141.
Crossref
Crossref
Paul John Regan. (2010) Read Between the Lines; the Emancipatory Nature of Formative Annotative Feedback on Draft Assignments. Systemic Practice and Action Research 23:6, pages 453-466.
Crossref
Crossref
. 2010. Interdisciplinary Higher Education: Perspectives and Practicalities. Interdisciplinary Higher Education: Perspectives and Practicalities
311
337
.
Kate Chanock. 2010. Interdisciplinary Higher Education: Perspectives and Practicalities. Interdisciplinary Higher Education: Perspectives and Practicalities
269
278
.
Lai Chan Koh. (2010) Academic staff perspectives of formative assessment in nurse education. Nurse Education in Practice 10:4, pages 205-209.
Crossref
Crossref
John Biggam. 2010. Technology Enhanced Learning. Quality of Teaching and Educational Reform. Technology Enhanced Learning. Quality of Teaching and Educational Reform
188
194
.
Sam Parboteeah & Mohamed Anwar. (2009) Thematic analysis of written assignment feedback: Implications for nurse education. Nurse Education Today 29:7, pages 753-757.
Crossref
Crossref
Mantz Yorke. 2009. Assessment, Learning and Judgement in Higher Education. Assessment, Learning and Judgement in Higher Education
1
20
.
Gordon Joughin. 2009. Assessment, Learning and Judgement in Higher Education. Assessment, Learning and Judgement in Higher Education
1
15
.
Agnes M. RaeDavid K. Cochrane. (2008) Listening to students. Active Learning in Higher Education 9:3, pages 217-230.
Crossref
Crossref
Sandra Nicholson, Vivien Cook, Jeanette Naish & Katharine Boursicot. (2008) Feedback: its importance in developing medical students’ clinical practice. The Clinical Teacher 5:3, pages 163-166.
Crossref
Crossref
Lai Chan Koh. (2008) Refocusing formative feedback to enhance learning in pre-registration nurse education. Nurse Education in Practice 8:4, pages 223-230.
Crossref
Crossref
JOHN FLOWERDEW, ALI SHEHADEH & KATIE DUNWORTH. (2011) A Task‐Based Analysis of Undergraduate Assessment: A Tool for the EAP Practitioner. TESOL Quarterly 42:2, pages 315-323.
Crossref
Crossref
ROSEMARY CLEREHAN. (2006) FRAMING WRITING SUPPORT ONLINE FOR AN INTERNATIONAL STUDENT POPULATION. Research and Practice in Technology Enhanced Learning 01:03, pages 195-219.
Crossref
Crossref
Mary Macken-Horarik, Linda Devereux, Christine Trimingham-Jack & Kate Wilson. (2006) Negotiating the territory of tertiary literacies: A case study of teacher education. Linguistics and Education 17:3, pages 240-257.
Crossref
Crossref
Ana Paula Cabral & José Tavares. (2005) Leitura/compreensão, escrita e sucesso acadêmico: um estudo de diagnóstico em quatro universidades portuguesas. Psicologia Escolar e Educacional 9:2, pages 203-213.
Crossref
Crossref
Stephanie E. Pitts. (2016) ‘Testing, testing...’. Active Learning in Higher Education 6:3, pages 218-229.
Crossref
Crossref