Citations (72)
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Wei Su & Axian Huang. (2022) Rather to receive praise than criticism? Understanding students’ perceptions of feedback valences in academic writing. Innovations in Education and Teaching International 0:0, pages 1-10.
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Veronica Rovagnati & Edd Pitt. (2022) Exploring intercultural dialogic interactions between individuals with diverse feedback literacies. Assessment & Evaluation in Higher Education 47:7, pages 1057-1070.
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Sugene Kim & Chih-Hao Chang. (2022) Japanese L2 learners’ translanguaging practice in written peer feedback. International Journal of Bilingual Education and Bilingualism 25:4, pages 1363-1376.
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Gary Cheng. (2022) Exploring the effects of automated tracking of student responses to teacher feedback in draft revision: evidence from an undergraduate EFL writing course. Interactive Learning Environments 30:2, pages 353-375.
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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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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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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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Bas T. Agricola, Marieke F. van der Schaaf, Frans J. Prins & Jan van Tartwijk. (2020) Shifting Patterns in Co-regulation, Feedback Perception, and Motivation During Research Supervision Meetings. Scandinavian Journal of Educational Research 64:7, pages 1030-1051.
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Martina Van Heerden. (2020) ‘It has a purpose beyond justifying a mark’: examining the alignment between the purpose and practice of feedback. Assessment & Evaluation in Higher Education 45:3, pages 359-371.
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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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Bas T. Agricola, Frans J. Prins & Dominique M. A. Sluijsmans. (2020) Impact of feedback request forms and verbal feedback on higher education students’ feedback perception, self-efficacy, and motivation. Assessment in Education: Principles, Policy & Practice 27:1, pages 6-25.
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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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Shulin Yu, Yiran Zhang, Yao Zheng, Kaihao Yuan & Limin Zhang. (2019) Understanding student engagement with peer feedback on master’s theses: a Macau study. Assessment & Evaluation in Higher Education 44:1, pages 50-65.
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Kyung Min Kim. (2018) Academic socialization of doctoral students through feedback networks: a qualitative understanding of the graduate feedback landscape. Teaching in Higher Education 23:8, pages 963-980.
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Lulu Zhang & Ying Zheng. (2018) Feedback as an assessment for learning tool: How useful can it be?. Assessment & Evaluation in Higher Education 43:7, pages 1120-1132.
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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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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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Stefan Sellbjer. (2018) “Have you read my comments? It is not noticeable. Change!” An analysis of feedback given to students who have failed examinations. Assessment & Evaluation in Higher Education 43:2, pages 163-174.
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Stefan Sellbjer. (2017) Meaning in constant flow – university teachers’ understanding of examination tasks. Assessment & Evaluation in Higher Education 42:2, pages 182-194.
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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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Jorik Gerardus Arts, Mieke Jaspers & Desiree Joosten-ten Brinke. (2016) A case study on written comments as a form of feedback in teacher education: so much to gain. European Journal of Teacher Education 39:2, pages 159-173.
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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.
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Krista Court. (2014) Tutor feedback on draft essays: developing students’ academic writing and subject knowledge. Journal of Further and Higher Education 38:3, pages 327-345.
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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.
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David Hyatt. (2013) The critical policy discourse analysis frame: helping doctoral students engage with the educational policy analysis. Teaching in Higher Education 18:8, pages 833-845.
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Andy Adcroft & Robert Willis. (2013) Do those who benefit the most need it the least? A four-year experiment in enquiry-based feedback. Assessment & Evaluation in Higher Education 38:7, pages 803-815.
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Marieke Van der Schaaf, Liesbeth Baartman, Frans Prins, Anne Oosterbaan & Harmen Schaap. (2013) Feedback Dialogues That Stimulate Students' Reflective Thinking. Scandinavian Journal of Educational Research 57:3, pages 227-245.
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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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Sandra Kemp & Jon Scaife. (2012) Misunderstood and neglected? Diagnostic and formative assessment practices of lecturers. Journal of Education for Teaching 38:2, pages 181-192.
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Margaret Price, Karen Handley & Jill Millar. (2011) Feedback: focusing attention on engagement. Studies in Higher Education 36:8, pages 879-896.
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Andy Adcroft. (2011) The mythology of feedback. Higher Education Research & Development 30:4, pages 405-419.
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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.
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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.
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Sarah Quinton & Teresa Smallbone. (2010) Feeding forward: using feedback to promote student reflection and learning – a teaching model. Innovations in Education and Teaching International 47:1, pages 125-135.
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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.
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Vijay Kumar & Elke Stracke. (2007) An analysis of written feedback on a PhD thesis. Teaching in Higher Education 12:4, pages 461-470.
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Sarah Li & Clive Seale. (2007) Managing criticism in Ph.D. supervision: a qualitative case study. Studies in Higher Education 32:4, pages 511-526.
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Articles from other publishers (34)
Elif Polat, Sinan Hopcan, Ebru Albayrak & Hatice Yildiz Durak. (2022) Examining the effect of feedback type and gender on computing achievements, engagement, flipped learning readiness, and autonomous learning in online flipped classroom. Computer Applications in Engineering Education 30:6, pages 1641-1655.
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Neslihan ÜNLÜOL ÜNAL, Muhammed A. KARAL & Sema TAN. (2022) Examining The Effect of Interactive Feedback Procedure on the Individualized Education Program (IEP) GoalsEtkileşimli Geribildirim Prosedürlerinin Bireyselleştirilmiş Eğitim Programı (BEP) Amaçları Üzerindeki Etkisinin İncelenmesi. Bartın Üniversitesi Eğitim Fakültesi Dergisi 11:3, pages 602-616.
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Chris Louca, Martin Sparrius, Sandra K. Sparrius & Otto Sparrius. (2022) Exploring narrative feedback to undergraduate dental hygiene and dental therapy students. Journal of Dental Education 86:10, pages 1285-1291.
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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.
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Natasha Pourdana & Soheila Asghari. (2021) Different dimensions of teacher and peer assessment of EFL learners’ writing: descriptive and narrative genres in focus. Language Testing in Asia 11:1.
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Chloe Louanne Jordan, Thillainathan Sathaananthan, Leo Anthony Celi, Linda Jones & M Abdulhadi Alagha. (2021) The Use of a Formative Pedagogy Lens to Enhance and Maintain Virtual Supervisory Relationships: Appreciative Inquiry and Critical Review. JMIR Medical Education 7:4, pages e26251.
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M. Neupane Bastola & Guangwei Hu. (2021) “Commenting on your work is a waste of time only!”: An appraisal-based study of evaluative language in supervisory feedback. Studies in Educational Evaluation 68, pages 100962.
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N Rahmi, C M Zubainur & Marwan. (2020) Students’ mathematical reflective thinking ability through scaffolding strategies. Journal of Physics: Conference Series 1460:1, pages 012022.
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Hania Salter-Dvorak. (2019) Proofreading: How de facto language policies create social inequality for L2 master's students in UK universities. Journal of English for Academic Purposes 39, pages 119-131.
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Shulin Yu. (2019) Learning from giving peer feedback on postgraduate theses: Voices from Master's students in the Macau EFL context. Assessing Writing 40, pages 42-52.
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Janna Meyer-Beining, Sylvi Vigmo & Åsa Mäkitalo. (2018) The Swedish grade conference: A dialogical study of face-to-face delivery of summative assessment in higher education. Learning, Culture and Social Interaction 19, pages 134-145.
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Karin Puga & Sandra Götz. (2017) ‘Keep out of reach of children!’ Introducing the Corpus of Product Information (CoPI) and its potential for corpus-based genre teaching. Corpora 12:3, pages 393-423.
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Yongyan Li, Fiona Hyland & Guangwei Hu. (2017) Prompting MEd students to engage with academia and the professional world through feedback. Journal of English for Academic Purposes 26, pages 52-65.
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Annelie Ädel. (2017) Remember that your reader cannot read your mind: Problem/solution-oriented metadiscourse in teacher feedback on student writing. English for Specific Purposes 45, pages 54-68.
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Marc Lafuente Martínez, Ibis M. Álvarez Valdivia & Ana Remesal Ortiz. (2015) Making learning more visible through e-assessment: implications for feedback. Journal of Computing in Higher Education 27:1, pages 10-27.
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Hazita Azman, Nor Fariza Mohd Nor, Nor Fariza Mohd Nor & Hnan Omar Mohamed Aghwela. (2014) Investigating Supervisory Feedback Practices and their Impact on International Research Student's Thesis Development: A Case Study. Procedia - Social and Behavioral Sciences 141, pages 152-159.
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Gulfidan Can & Andrew Walker. (2014) Social science doctoral students’ needs and preferences for written feedback. Higher Education 68:2, pages 303-318.
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Carol Evans. (2013) Making Sense of Assessment Feedback in Higher Education. Review of Educational Research 83:1, pages 70-120.
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Anders Jonsson. (2012) Facilitating productive use of feedback in higher education. Active Learning in Higher Education 14:1, pages 63-76.
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Marjoleine J. Dobbelaer, Frans J. Prins & Dré van Dongen. (2013) The impact of feedback training for inspectors. European Journal of Training and Development 37:1, pages 86-104.
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Inês Bruno & Leonor Santos. (2010) Written comments as a form of feedback. Studies in Educational Evaluation 36:3, pages 111-120.
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Lai Chan Koh. (2010) Academic staff perspectives of formative assessment in nurse education. Nurse Education in Practice 10:4, pages 205-209.
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Sam Parboteeah & Mohamed Anwar. (2009) Thematic analysis of written assignment feedback: Implications for nurse education. Nurse Education Today 29:7, pages 753-757.
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Sarah Li & Clive Seale. (2016) Learning to Do Qualitative Data Analysis: An Observational Study of Doctoral Work. Qualitative Health Research 17:10, pages 1442-1452.
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