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Teaching in Higher Education
Critical Perspectives
Volume 24, 2019 - Issue 6
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Articles

‘Feedback interpreters’: the role of learning development professionals in facilitating university students’ engagement with feedback

Karen GravettDepartment of Higher Education, University of Surrey, Guildford, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-3767-5098View further author information
ORCID Icon &
Naomi E. WinstoneDepartment of Higher Education, University of Surrey, Guildford, UKORCID Iconhttps://orcid.org/0000-0001-8157-8274View further author information
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Pages 723-738 | Received 30 Mar 2018, Accepted 04 Jul 2018, Published online: 09 Jul 2018

Citations (16)

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Read on this site (7)

Natalia Veles, Carroll Graham & Claire Ovaska. (2023) University professional staff roles, identities, and spaces of interaction: systematic review of literature published in 2000–2020. Policy Reviews in Higher Education 7:2, pages 127-168.
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Ying Zhan. (2022) Developing and validating a student feedback literacy scale. Assessment & Evaluation in Higher Education 47:7, pages 1087-1100.
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Karen Gravett. (2022) Feedback literacies as sociomaterial practice. Critical Studies in Education 63:2, pages 261-274.
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James M. Wood. (2022) Supporting the uptake process with dialogic peer screencast feedback: a sociomaterial perspective. Teaching in Higher Education 0:0, pages 1-23.
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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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Karen Gravett, Ian M. Kinchin & Naomi E. Winstone. (2020) Frailty in transition? Troubling the norms, boundaries and limitations of transition theory and practice. Higher Education Research & Development 39:6, pages 1169-1185.
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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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Articles from other publishers (9)

David Carless & Stephanie Young. (2023) Feedback seeking and student reflective feedback literacy: a sociocultural discourse analysis. Higher Education.
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Jiming Zhou, Chris Deneen, Joanna Tai & Phillip Dawson. (2023) Feedback seeking by first-year Chinese international students: Understanding practices and challenges. Assessing Writing 57, pages 100757.
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Cherry E. Frondozo & Lan Yang. 2023. Positive Psychology and Positive Education in Asia. Positive Psychology and Positive Education in Asia 57 75 .
Ecenaz Alemdag & Zahide Yildirim. (2022) Effectiveness of online regulation scaffolds on peer feedback provision and uptake: A mixed methods study. Computers & Education 188, pages 104574.
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Fatma Bayrak. (2021) Investigation of The Web-based Self-Assessment System Based on Assessment Analytics in Terms of Perceived Self-intervention. Technology, Knowledge and Learning 27:3, pages 639-662.
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Daron Benjamin Loo. (2021) Am I Promoting Feedback Cycle and Sociomaterial Learning?. Issues in Language Studies 10:1, pages 1-19.
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Paul Agu Igwe, Mahfuzur Rahman, Paschal Ohalehi, Amarachi Amaugo & Julian Amalachukwu Anigbo. (2020) Responsible education: what engages international postgraduate students – evidence from UK. Journal of Global Responsibility 11:4, pages 363-376.
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Ian M. Kinchin. (2019) The Salutogenic Management of Pedagogic Frailty: A Case of Educational Theory Development Using Concept Mapping. Education Sciences 9:2, pages 157.
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Naomi Winstone. 2019. The Impact of Feedback in Higher Education. The Impact of Feedback in Higher Education 225 242 .

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