Citations (35)
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Yan (Olivia) Zhang & Ken Hyland. (2023) Mediated performance in the feedback process: reinforcing improvement. Studies in Higher Education 0:0, pages 1-16.
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Jackie Tuck. (2023) 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 0:0, pages 1-14.
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Rachelle Esterhazy, Thomas de Lange & Crina Damşa. (2023) Performing teacher feedback literacy in peer mentoring meetings. Assessment & Evaluation in Higher Education 48:2, pages 227-240.
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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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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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Rachelle Esterhazy, Monika Nerland & Crina Damşa. (2021) Designing for productive feedback: an analysis of two undergraduate courses in biology and engineering. Teaching in Higher Education 26:6, pages 806-822.
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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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Cheryl Jeffs, Nancy Nelson, Kimberley A. Grant, Lorelli Nowell, Brit Paris & Nazia Viceer. (2021) Feedback for teaching development: moving from a fixed to growth mindset. Professional Development in Education 0:0, pages 1-14.
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Roland Tormey, Cécile Hardebolle, Francisco Pinto & Patrick Jermann. (2020) Designing for impact: a conceptual framework for learning analytics as self-assessment tools. Assessment & Evaluation in Higher Education 45:6, pages 901-911.
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Robert A. Francis, James D.A. Millington & Gustav Cederlöf. (2019) Undergraduate student perceptions of assessment and feedback practice: fostering agency and dialogue. Journal of Geography in Higher Education 43:4, pages 468-485.
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Carmen Tomas & Tansy Jessop. (2019) Struggling and juggling: a comparison of student assessment loads across research and teaching-intensive universities. Assessment & Evaluation in Higher Education 44:1, pages 1-10.
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Edd Pitt & Naomi Winstone. (2018) The impact of anonymous marking on students’ perceptions of fairness, feedback and relationships with lecturers. Assessment & Evaluation in Higher Education 43:7, pages 1183-1193.
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Kristin Helstad, Tone Dyrdal Solbrekke & Anne Line Wittek. (2017) Exploring teaching academic literacy in mathematics in teacher education. Education Inquiry 8:4, pages 318-336.
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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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Lynn Coleman. (2016) Asserting academic legitimacy: the influence of the University of Technology sectoral agendas on curriculum decision-making. Teaching in Higher Education 21:4, pages 381-397.
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MaryR. Lea. (2013) Reclaiming literacies: competing textual practices in a digital higher education. Teaching in Higher Education 18:1, pages 106-118.
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Articles from other publishers (19)
Yongliang Wang, Ali Derakhshan, Ziwen Pan & Farhad Ghiasvand. (2023) Chinese EFL Teachers’ Writing Assessment Feedback Literacy: A Scale Development and Validation Study. Assessing Writing 56, pages 100726.
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Qianshan Chen, Meng Ge & Yongyan Li. (2023) Institutional influences on academic writing feedback practices: A case study from an EFL context. International Journal of English for Academic Purposes: Research and Practice 3:1, pages 5-26.
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Ali M. Alghazo, Sherif Abdelhamid & Runna Alghazo. (2022) Back to basics: A role of reading, writing, and arithmetic teaching. Frontiers in Education 7.
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Clare Tyrer. (2021) The voice, text, and the visual as semiotic companions: an analysis of the materiality and meaning potential of multimodal screen feedback. Education and Information Technologies 26:4, pages 4241-4260.
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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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Simon Green. (2019) What students don't make of feedback in higher education: An illustrative study. Journal of English for Academic Purposes 38, pages 83-94.
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Katie Dunworth & Hugo Santiago Sanchez. (2018) Mediating factors in the provision of lecturers’ written feedback to postgraduate taught students. International Journal of Educational Research 90, pages 107-116.
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Martin Johnson. (2016) Feedback effectiveness in professional learning contexts. Review of Education 4:2, pages 195-229.
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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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