4,824
Views
153
CrossRef citations to date
0
Altmetric
Original Articles

‘Feed‐forward’: improving students' use of tutors' comments

Pages 271-283 | Published online: 26 Mar 2007

References

  • Brookhart , S. 2001 . Successful students' formative and summative uses of assessment information . Assessment in Education , 8 (2) : 153 – 169 .
  • Chanock , K. 2000 . Comments on essays: do students understand what tutors write? . Teaching in Higher Education , 5 (1) : 95 – 105 .
  • Ding , L. Revisiting assessment and learning: implications of students' perspectives on assessment feedback . paper presented to Scottish Educational Research Association Annual Conference, University of Dundee .
  • Duncan , N. Student use of feedback: analysing diverse comments to support individual learners . paper presented to Staff and Educational Development Association Conference . Birmingham, UK.
  • Ecclestone , K. ‘Just tell me what to do’ barriers to assessment‐in‐learning in higher education . paper presented to Scottish Educational Research Association Annual Conference, University of Dundee .
  • Higgins , R. , Hartley , P. and Skelton , A. 2001 . Getting the message across: the problem of communicating assessment feedback . Teaching in Higher Education , 6 (2) : 269 – 274 .
  • Higgins , R. , Hartley , P. and Skelton , A. 2002 . The conscientious consumer: reconsidering the role of assessment feedback in student learning . Studies in Higher Education , 27 (1) : 53 – 64 .
  • Hyland , P. 2000 . “ Learning from feedback on assessment ” . In The practice of university history teaching , Edited by: Hyland , P. Manchester : Manchester University Press .
  • Johnson , R. 2000 . The authority of the student evaluation questionnaire . Teaching in Higher Education , 5 (4) : 419 – 434 .
  • Lea , M. R. and Street , B. V. 2000 . “ Student writing and staff feedback in higher education: an academic literacies approach ” . In Students writing in higher education: new contexts , Edited by: Lea , M. R and Stierer , B. Buckingham : Open University Press .
  • Orsmond , P. , Merry , S. and Reiling , K. 2000 . The use of student derived marking criteria in peer and self assessment . Assessment and Evaluation in Higher Education , 25 (1) : 21 – 38 .
  • Orsmond , P. , Merry , S. and Reiling , K. 2005 . Biology students' utilization of tutors' formative feedback: a qualitative interview study . Assessment and Evaluation in Higher Education , 30 (4) : 369 – 386 .
  • Quality Assurance Agency . 2000 . Code of Practice for the Assurance of Quality and Standards in Higher Education; Assessment of students Available online at: www.qaa.ac.uk/COPaosfinal/genprin.htm#fsp> (accessed 12 September 2005)
  • Randall , M. and Mirador , J. 2003 . How well am I doing? Using a corpus‐based analysis to investigate tutor and institutional messages in comment sheets . Assessment and Evaluation in Higher Education , 28 (5) : 515 – 526 .
  • Rust , C. , Price , M. and O'donovan , B. 2003 . Improving students' learning by developing their understanding of assessment criteria and processes . Assessment and Evaluation in Higher Education , 28 (2) : 147 – 164 .
  • Sadler , D. R. 1983 . Evaluation and the improvement of academic learning . Journal of Higher Education , 54 : 60 – 79 .
  • Taras , M. 2003 . To feedback or not to feedback in student self‐assessment . Assessment and Evaluation in Higher Education , 28 (5) : 549 – 565 .
  • Webster , F. , Pepper , D. and Jenkins , A. 2000 . Assessing the undergraduate dissertation . Assessment and Evaluation in Higher Education , 25 (1) : 72 – 80 .
  • Winter , C. and Dye , V. L. 2005 . “ An investigation into the reasons why students do not collect marked assignments and the accompanying feedback ” . In Learning and teaching projects 2003/04 , Edited by: Gale , H. Wolverhampton : University of Wolverhampton Press .
  • Wojtas , O. 1998 . Feedback? No, just give us the answers . Times Higher Education Supplement , 7 September 25

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.