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Teaching in Higher Education
Critical Perspectives
Volume 20, 2015 - Issue 6
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Articles

‘My work is bleeding’: exploring students’ emotional responses to first-year assignment feedback

Sam ShieldsScarborough School of Education, Faculty of Education, Scarborough Campus, University of Hull, Filey Road, North Yorkshire, HullYO11 3AZ, UKCorrespondence[email protected]
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Pages 614-624 | Received 03 Apr 2014, Accepted 11 May 2015, Published online: 02 Jul 2015

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Marlee Mercer & Duygu Biricik Gulseren. (2023) When negative feedback harms: a systematic review of the unintended consequences of negative feedback on psychological, attitudinal, and behavioral responses. Studies in Higher Education 0:0, pages 1-16.
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Karen Gravett & David Carless. (2023) Feedback literacy-as-event: relationality, space and temporality in feedback encounters. Assessment & Evaluation in Higher Education 0:0, pages 1-12.
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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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Cathrine Derham, Kieran Balloo & Naomi Winstone. (2022) The focus, function and framing of feedback information: linguistic and content analysis of in-text feedback comments. Assessment & Evaluation in Higher Education 47:6, pages 896-909.
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Xin Zhao, Andrew Cox, Ally Lu & Anas Alsuhaibani. (2022) A comparison of student and staff perceptions and feelings about assessment and feedback using cartoon annotation. Journal of Further and Higher Education 46:5, pages 586-604.
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Alex Buckley. (2021) Crisis? What crisis? Interpreting student feedback on assessment. Assessment & Evaluation in Higher Education 46:7, pages 1008-1019.
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Naomi E. Winstone, Erica G. Hepper & Robert A. Nash. (2021) Individual differences in self-reported use of assessment feedback: the mediating role of feedback beliefs. Educational Psychology 41:7, pages 844-862.
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Sam Shields. (2021) Curiosity and careers: Female working-class students’ experiences of university. International Studies in Sociology of Education 0:0, pages 1-21.
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Dermot Breslin. (2021) Finding collective strength in collective despair; exploring the link between generic critical feedback and student performance. Studies in Higher Education 46:7, pages 1312-1324.
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Hazel Christie & Nina Morris. (2021) Using assessed blogs to enhance student engagement. Teaching in Higher Education 26:4, pages 573-585.
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Hazel Christie & Nina Morris. (2021) Assessment and emotion in higher education: the allure of blogging. Research in Post-Compulsory Education 26:2, pages 148-163.
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Phillip Dawson, David Carless & Pamela Pui Wah Lee. (2021) Authentic feedback: supporting learners to engage in disciplinary feedback practices. Assessment & Evaluation in Higher Education 46:2, pages 286-296.
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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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Karen Gravett, Ian M. Kinchin, Naomi E. Winstone, Kieran Balloo, Marion Heron, Anesa Hosein, Simon Lygo-Baker & Emma Medland. (2020) The development of academics’ feedback literacy: experiences of learning from critical feedback via scholarly peer review. Assessment & Evaluation in Higher Education 45:5, pages 651-665.
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David Carless. (2020) Longitudinal perspectives on students’ experiences of feedback: a need for teacher–student partnerships. Higher Education Research & Development 39:3, pages 425-438.
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Christina Donovan & Marianne Erskine-Shaw. (2020) ‘Maybe I can do this. Maybe I should be here’: evaluating an academic literacy, resilience and confidence programme. Journal of Further and Higher Education 44:3, pages 326-340.
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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.
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Theda Thomas, Diane Jacobs, Laurine Hurley, Jenny Martin, Svetlana Maslyuk, Mark Lyall & Matthew Ryan. (2019) Students’ perspectives of early assessment tasks in their first-year at university. Assessment & Evaluation in Higher Education 44:3, pages 398-414.
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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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Edd Pitt & Lin Norton. (2017) ‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it. Assessment & Evaluation in Higher Education 42:4, pages 499-516.
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Jessica To. (2016) ‘This is not what I need’: conflicting assessment feedback beliefs in a post-secondary institution in Hong Kong. Research in Post-Compulsory Education 21:4, pages 447-467.
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Brenda Leibowitz. (2016) Postgraduate students’ perceptions of the 360-degree approach to feedback. Southern African Linguistics and Applied Language Studies 34:1, pages 81-92.
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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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Yaojie Li, Xuan Wang & Craig Van Slyke. (2022) Determinants of online professor reviews: an elaboration likelihood model perspective. Internet Research 33:6, pages 2086-2108.
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Maha Al-Freih & Heather Robinson. (2023) A Qualitative Exploration of Students' Perception of Care When Learning Online. International Journal of Online Pedagogy and Course Design 14:1, pages 1-15.
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Agus Prayogo, Khusnul Khotimah, Lilik Istiqomah & Ista Maharsi. (2023) Students' emotional engagement in online classes: a conceptual framework. The International Journal of Information and Learning Technology.
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Carlton J. Fong, Diane L. Schallert, Zachary H. Williamson, Shengjie Lin, Kyle M. Williams & Young Won Kim. (2023) Are self-compassionate writers more feedback literate? Exploring undergraduates’ perceptions of feedback constructiveness. Assessing Writing 57, pages 100761.
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Lan Yang, Yiqi Wu, Yuan Liang & Min Yang. (2023) Unpacking the Complexities of Emotional Responses to External Feedback, Internal Feedback Orientation and Emotion Regulation in Higher Education: A Qualitative Exploration. Systems 11:6, pages 315.
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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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María Morales, Antonio Salmerón, Ana D. Maldonado, Andrés R. Masegosa & Rafael Rumí. (2022) An Empirical Analysis of the Impact of Continuous Assessment on the Final Exam Mark. Mathematics 10:21, pages 3994.
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Lasse X Jensen, Margaret Bearman & David Boud. (2021) Understanding feedback in online learning – A critical review and metaphor analysis. Computers & Education 173, pages 104271.
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John Butcher & Anactoria Clarke. (2021) Widening HE participation in the arts: Impacts of an access module on learner preparedness. Arts and Humanities in Higher Education 20:4, pages 403-425.
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Rob Wass, Julie Timmermans, Tony Harland & Angela McLean. (2018) Annoyance and frustration: Emotional responses to being assessed in higher education. Active Learning in Higher Education 21:3, pages 189-201.
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David J. Carter, Mark De Vitis & Erol Dulagil. (2019) Depictions of the human person: a multidisciplinary approach to teaching ethics for advanced practice nursing. International Journal of Ethics Education 5:1, pages 101-114.
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Lois Ruth Harris & Joanne Dargusch. 2020. Re-imagining University Assessment in a Digital World. Re-imagining University Assessment in a Digital World 95 110 .
Amy F. Miller. (2019) Instructional Note: Let’s Talk about Grades. Teaching English in the Two-Year College 46:3, pages 223-230.
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Rachel Grieve, Robyn L. Moffitt & Christine R. Padgett. (2019) Student perceptions of marker personality and intelligence: The effect of emoticons in online assignment feedback. Learning and Individual Differences 69, pages 232-238.
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Josephine Gabi & Nicholas Mavengere. 2019. Sustainable ICT, Education and Learning. Sustainable ICT, Education and Learning 24 29 .
Alice E. Donlan, Sandra M. Loughlin & Virginia L. Byrne. (2019) The Fearless Teaching Framework: A Model to Synthesize Foundational Education Research for University Instructors. To Improve the Academy 38:1, pages 33-49.
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Joel A. Howell, Lynne D. Roberts & Vincent O. Mancini. (2018) Learning analytics messages: Impact of grade, sender, comparative information and message style on student affect and academic resilience. Computers in Human Behavior 89, pages 8-15.
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Thomas Goetz, Anastasiya A. Lipnevich, Maike Krannich & Katarzyna Gogol. 2018. The Cambridge Handbook of Instructional Feedback. The Cambridge Handbook of Instructional Feedback 554 574 .
Anna D. Rowe. 2017. Scaling up Assessment for Learning in Higher Education. Scaling up Assessment for Learning in Higher Education 159 172 .

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