2,786
Views
31
CrossRef citations to date
0
Altmetric
Articles

The conundrum of low achievement and feedback for learning

ORCID Icon, & ORCID Icon

References

  • Bandura, A. (1986) Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1997) Self-efficacy: The exercise of control. New York: Freeman.
  • Barnett, R. (2007) Assessment in higher education: An impossible mission? In Boud, D. & Falchikov, N. (eds.). Rethinking assessment in higher education. London: Routledge.
  • Baumeister, R. F., Hutton, D. G. & Cairns, K. J. (1990) Negative effects of praise on skilled performance. Basic and Applied Social Psychology, 11(2), 131–148. doi:10.1207/s15324834basp1102_2.
  • Bearman M, Castanelli D, Denniston C. (2018). Identifying and working with underperformance. In: Delany C, Molloy E, eds. Learning and Teaching in Clinical Contexts. Sydney, NSW: Elsevier, 1–15.
  • Bean, J. C. (2011). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. John Wiley & Sons.
  • Beaumont, C., O’Doherty, M. & Shannon, L. (2011) Reconceptualising assessment feedback: a key to improving student learning? Studies in Higher Education, 36(6), 1–17.
  • Bloxham, S. (2009) Marking and moderation in the UK: false assumptions and wasted resources, Assessment & Evaluation in Higher Education, 34(2), 209–220. doi:10.1080/02602930801955978.
  • Boud, D. and Molloy, E. (2013) Rethinking models of feedback for learning: the challenge of design, Assessment and Evaluation in Higher Education, 38(6), 698–712. doi:10.1080/02602938.2012.691462.
  • Butler, D.L., and Winne, P. H. (1995) Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245–281. doi:10.3102/00346543065003245.
  • Butler, R. (1988) Enhancing and undermining intrinsic motivation: The effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58(1), 1–14. doi:10.1111/j.2044-8279.1988.tb00874.x.
  • Çakir, R., Korkmaz, Ö., Bacanak, A., and Arslan, Ö. (2016) An exploration of the relationship between students’ preferences for formative feedback and self-regulated learning skills. Malaysian Online Journal of Educational Sciences, 4(4), 14–30.
  • Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. doi:10.1080/02602938.2018.1463354.
  • Davies, P. (2006) Peer-Assessment: Judging the quality of student work by the comments not the marks? Innovations in Education and Teaching International (IETI), 43(1), 69–82. doi:10.1080/14703290500467566.
  • Deci, E. L., & Ryan, R. M. (2000) The “what” and the “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. doi:10.1207/S15327965PLI1104_01.
  • Dev, P. C. (1997) Intrinsic motivation and academic achievement: What does their relationship imply for the classroom teacher. Remedial and Special Education, 18(1), 12–19. doi:10.1177/074193259701800104.
  • Dweck, C. S. (2017) Mindset: changing the way you think to fulfil your potential. Hachette UK.
  • Dweck, C. S. (2002) The Development of Ability Conceptions. In Development of Achievement Motivation, edited by A. Wigfield and J. Eccles, 57–88. New York: Academic Press.
  • Eteläpelto, A., Vähäsantanen, K., Hökkä, P. & Paloniemi, S. (2013) What is agency? Conceptualizing professional agency at work. Educational Research Review, 10, 45–65. doi:10.1016/j.edurev.2013.05.001.
  • Fraile, J., Panadero, E., and Pardo, R. (2017) Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students. Studies in Educational Evaluation, 53, 69–76. doi:10.1016/j.stueduc.2017.03.003.
  • Gibbs, G. & Simpson, C. (2004) Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education. 1, 3–31.
  • Gilbert, L., Whitelock, D., & Gale, V. (2011) Synthesis report on assessment and feedback with technology enhancement. Southampton, UK.
  • Gray, J. A. (1990) Brain systems that mediate both emotion and cognition. Cognition and Emotion, 4(3), 269–288. doi:10.1080/02699939008410799.
  • Handley, K., Price, M. and Millar, J. (2008) Engaging Students with Assessment Feedback: final report for FDTL5 project 144/03. Oxford: Oxford Brookes University.
  • Harris, L., Brown, G., & Dargusch, J. (2018). Not playing the game: student assessment resistance as a form of agency. The Australian Educational Researcher, 45(1), 125–140. doi:10.1007/s13384-018-0264-0.
  • Hattie, J.A., & Donoghue, G.M. (2016). Learning strategies: a synthesis and conceptual model. npj Science of Learning.
  • Hattie, J. & Timperley, H. (2007) The power of feedback. Review of Educational Research, 77(1), 81–112. doi:10.3102/003465430298487.
  • Henderlong, J. & Lepper, M.R. (2002) The effects of praise on children’s intrinsic motivation: A review and synthesis. Psychological Bulletin, 128(5), 774–795. doi:10.1037//0033-2909.128.5.774.
  • Ilies, R. & Judge, T. A. (2005) Goal regulation across time: The effects of feedback and affect. Journal of Applied Psychology. 90(3). 453–467. doi:10.1037/0021-9010.90.3.453.
  • Kluger, A. N. & DeNisi, A. (1996) The effects of feedback interventions on performance: historical review, a meta-analysis and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284. doi:10.1037/0033-2909.119.2.254.
  • Li, L. (2011) How Do Students of Diverse Achievement Levels Benefit from Peer Assessment? International Journal for the Scholarship of Teaching and Learning, 5(2), 1–16.
  • Lipnevich, A. & Smith, J. (2008) Response to Assessment Feedback: The Effects of Grades, Praise, and Source of Information. Research report RR-08-30. Princeton, NJ: Educational Testing Service. doi:10.1002/j.2333-8504.2008.tb02116.x.
  • Mega, C., Ronconi, L., & De Beni, R. (2014) What makes a good students? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121–131. doi:10.1037/a0033546.
  • Mendoza-Denton, R., Kahn, K., & Chan, W. (2008). Can fixed views of ability boost performance in the context of favourable stereotypes? Journal of Experimental Social Psychology, 44(4), 1187–1193. doi:10.1016/j.jesp.2008.03.005.
  • Mountford-Zimdars, A., Sanders, J., Moore, J., Sabri, D., Jones, S., & Higham, L. (2017). What can universities do to support all their students to progress successfully throughout their time at university? Perspectives: Policy and Practice in Higher Education, 21(2-3), 101–110. doi:10.1080/13603108.2016.1203368.
  • Nicol, D. (2009) Assessment for learner self‐regulation: enhancing achievement in the first year using learning technologies. Assessment & Evaluation in Higher Education, 34(3), 335–352. doi:10.1080/02602930802255139.
  • Nicol, D. J. & MacFarlane-Dick, D. (2006) Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. doi:10.1080/03075070600572090.
  • Orsmond, P., and S. Merry. 2009. Processing tutor feedback: A consideration of qualitative differences in learning outcomes for high and non-high achieving students. Paper presented at the fostering communities of learners, 13th, EARLI conference, August 25–29, in Amsterdam.
  • Pintrich, P. R., & Schunk, D. H. (2002) Motivation in education: Theory, research and applications (2nd ed.) Upper Saddle River, NJ: Pearson Prentice Hall.
  • Pitt, E. (2017) Students’ Utilisation of Feedback: A Cyclical Model. In Carless, D., Bridges, S., Chan, C. & Glofcheski, R. (eds). Scaling up assessment for learning in higher education. Springer, 145–158.
  • Pitt, E. & Norton, L (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), 499–516. doi:10.1080/02602938.2016.1142500.
  • Price, M., Rust, C., O’Donovan, B., Handley, K., and Bryant, R. (2012) Assessment Literacy: the foundation of improving student learning, OCSLD.
  • Rattan, A., Savani, K., Chugh, D., & Dweck, C. S. (2015) Leveraging mindsets to promote academic achievement: Policy recommendations. Perspectives on Psychological Science, 10(6), 721–726. doi:10.1177/1745691615599383.
  • Sambell, K. & Hubbard, A. (2004) The role of formative ‘low-stakes’ assessment in supporting non-traditional students’ retention and progression in higher education: student perspectives. Widening Participation and Lifelong Learning, 6(2), 25–36.
  • Sisk, V. F., Burgoyne, A.P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018) To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses. Psychological Science, 29(4), 549–571. doi:10.1177/0956797617739704.
  • Sutton, P. & Gill, W. (2010) Engaging feedback: meaning, identity and power. Practitioner Research in Higher Education. 4(1), 3–13.
  • Sutton, P. (2012). Conceptualizing Feedback Literacy: Knowing, Being, and Acting. Innovations in Education and Teaching International, 49(1), 31–40. doi:10.1080/14703297.2012.647781.
  • Vehviläinen, S. (2009). Problems in the Research Problem: Critical Feedback and Resistance in Academic Supervision. Scandinavian Journal of Educational Research, 53(2), 185–201. doi:10.1080/00313830902757592.
  • Webb, N. M., Nemer, K., Chizhik, A., & Sugrue, B. (1997) Equity issues in collaborative group assessment: Group composition and performance. Center for the Study of Evaluation, Graduate School of Education, UCLA, Report to the Office of Educational Research and Improvement/Department of Education.
  • Winstone, N. E., & Bretton, H. (2013). Strengthening the transition to university by confronting the expectation-reality gap in psychology undergraduates. Psychology Teaching Review, 19(2), 2–14.
  • Winstone, N. E., Nash, R. A., Rowntree, J., & Parker, M. (2017) ‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience. Studies in Higher Education, 42(11), 2026–2041. doi:10.1080/03075079.2015.1130032.
  • Zhao, Q, Zhang, J, & Vance, K. (2013). Motivated or paralyzed? Individuals’ beliefs about intelligence influence performance outcome of expecting rapid feedback. Learning and Individual Differences, 23(1), 168–171.

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.