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Research Articles

How is theory used in assessment and feedback research? A critical review

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References

  • The 56 studies that were included in the review are marked with an asterisk.
  • * Adalberon, Erik. 2021. “Providing Assessment Feedback to Pre-Service Teachers: A Study of Examiners’ Comments.” Assessment & Evaluation in Higher Education 46 (4): 601–614. doi:10.1080/02602938.2020.1795081.
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  • * Ajjawi, Rola, Joanna Tai, Tran Le Huu Nghia, David Boud, Liz Johnson, and Carol-Joy Patrick. 2020. “Aligning Assessment with the Needs of Work-Integrated Learning: The Challenges of Authentic Assessment in a Complex Context.” Assessment & Evaluation in Higher Education 45 (2): 304–316. doi:10.1080/02602938.2019.1639613.
  • * Akimov, Alexandr, and, Mirela Malin. 2020. “When Old Becomes New: A Case Study of Oral Examination as an Online Assessment Tool.” Assessment & Evaluation in Higher Education 45 (8): 1205–1221. doi:10.1080/02602938.2020.1730301.
  • * Amigud, Alexander, and, Thomas Lancaster. 2020. “I Will Pay Someone to Do My Assignment: An Analysis of Market Demand for Contract Cheating Services on Twitter.” Assessment & Evaluation in Higher Education 45 (4): 541–553. doi:10.1080/02602938.2019.1670780.
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  • * Carless, David. 2020. “Longitudinal Perspectives on Students’ Experiences of Feedback: A Need for Teacher–student Partnerships.” Higher Education Research & Development 39 (3): 425–438. doi:10.1080/07294360.2019.1684455.
  • * Carroll, Danny. 2020. “Observations of Student Accuracy in Criteria-Based Self-Assessment.” Assessment & Evaluation in Higher Education 45 (8): 1088–1105. doi:10.1080/02602938.2020.1727411.
  • * Chirumamilla, Aparna, Guttorm Sindre, and Anh Nguyen-Duc. 2020. “Cheating in e-Exams and Paper Exams: The Perceptions of Engineering Students and Teachers in Norway.” Assessment & Evaluation in Higher Education 45 (7): 940–957. doi:10.1080/02602938.2020.1719975.
  • Chong, S. W. 2021. “Reconsidering Student Feedback Literacy from an Ecological Perspective.” Assessment & Evaluation in Higher Education 46 (1): 92–104. doi:10.1080/02602938.2020.1730765.
  • Daenekindt, S., and J. Huisman. 2020. “Mapping the Scattered Field of Research on Higher Education. A Correlated Topic Model of 17,000 Articles, 1991–2018.” Higher Education 1–17. doi:10.1007/s10734-020-00500-x.
  • * Dai, Kun., Kelly E Matthews, and Vicente Reyes. 2020. “Chinese Students’ Assessment and Learning Experiences in a Transnational Higher Education Programme.” Assessment & Evaluation in Higher Education 45 (1): 70–81. doi:10.1080/02602938.2019.1608907.
  • * Dawson, Phillip, Wendy Sutherland-Smith, and Mark Ricksen. 2020. “Can Software Improve Marker Accuracy at Detecting Contract Cheating? a Pilot Study of the Turnitin Authorship Investigate Alpha.” Assessment & Evaluation in Higher Education 45 (4): 473–482. doi:10.1080/02602938.2019.1662884.
  • * Ellis, Cath, Karen Van Haeringen, Rowena Harper, Tracey Bretag, Ian Zucker, Scott McBride, Pearl Rozenberg, Phil Newton, and Sonia Saddiqui. 2020. “Does Authentic Assessment Assure Academic Integrity? Evidence from Contract Cheating Data.” Higher Education Research & Development 39 (3): 454–469. doi:10.1080/07294360.2019.1680956.
  • * Flores, Maria Assunção, Gavin Brown, Diana Pereira, Clara Coutinho, Patrícia Santos, and Cláudia Pinheiro. 2020. “Portuguese University Students’ Conceptions of Assessment: taking Responsibility for Achievement.” Higher Education 79 (3): 377–394. doi:10.1007/s10734-019-00415-2.
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  • * Fortun, Jenny, and, Helen Tempest. 2020. “A Case for Written Examinations in Undergraduate Medical Education: experiences with Modified Essay Examinations.” Assessment & Evaluation in Higher Education 45 (7): 926–939. doi:10.1080/02602938.2020.1714543.
  • * Fraser, Stuart T. 2020. “A New Frontier: developing an Undergraduate Assessment Task Aimed at Improving the Representation of Biomedical Scientific Information on Wikipedia.” Studies in Higher Education 45 (5): 972–983. doi:10.1080/03075079.2020.1749794.
  • Gallagher, D. 2014. “Theories Have Consequences, Don’t They? On the Moral Nature of Educational Theory and Research.” In Making a Difference in Theory: The Theory Question in Education and the Education Question in Theory, edited by G. Biesta, J. Allan, and R. Edwards, 85–99. New York: Routledge.
  • * Gaynor, J. W. 2020. “Peer Review in the Classroom: student Perceptions, Peer Feedback Quality and the Role of Assessment.” Assessment & Evaluation in Higher Education 45 (5): 758–775. doi:10.1080/02602938.2019.1697424.
  • * Golan, Maya, Gonen Singer, Neta Rabin, and Dvir Kleper. 2020. “Integrating Actual Time Usage into the Assessment of Examination Time Extensions Provided to Disabled College Engineering Students.” Assessment & Evaluation in Higher Education 45 (7): 988–1000. doi:10.1080/02602938.2020.1717434.
  • * Grainger, Peter. 2020. “How Do Pre-Service Teacher Education Students Respond to Assessment Feedback?.” Assessment & Evaluation in Higher Education 45 (7): 913–925. doi:10.1080/02602938.2015.1096322.
  • Grant, M. J., and A. Booth. 2009. “A Typology of Reviews: An Analysis of 14 Review Types and Associated Methodologies.” Health Information and Libraries Journal 26 (2): 91–108. doi:10.1111/j.1471-1842.2009.00848.x.
  • * Hains-Wesson, Rachael, Vikki Pollard, Friederika Kaider, and Karen Young. 2020. “STEM Academic Teachers’ Experiences of Undertaking Authentic Assessment-Led Reform: A Mixed Method Approach.” Studies in Higher Education 45 (9): 1797–1808. doi:10.1080/03075079.2019.1593350.
  • Hamann, J., and A. Kosmützky. 2021. “Does Higher Education Research Have a Theory Deficit? Explorations on Theory Work.” European Journal of Higher Education 11 (sup1): 421–468. doi:10.1080/21568235.2021.2003715.
  • * Han, Ye, and Yueting Xu. 2020. “The Development of Student Feedback Literacy: The Influences of Teacher Feedback on Peer Feedback.” Assessment & Evaluation in Higher Education 45 (5): 680–696. doi:10.1080/02602938.2019.1689545.
  • Hew, K. F., M. Lan, Y. Tang, C. Jia, and C. K. Lo. 2019. “Where is the “Theory” Within the Field of Educational Technology Research?” British Journal of Educational Technology 50 (3): 956–971. doi:10.1111/bjet.12770.
  • * Hill, Jennifer, and, Harry West. 2020. “Improving the Student Learning Experience through Dialogic Feed-Forward Assessment.” Assessment & Evaluation in Higher Education 45 (1): 82–97. doi:10.1080/02602938.2019.1608908.
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  • * Hoo, Hui-Teng, Kelvin Tan, and Christopher Deneen. 2020. “Negotiating Self- and Peer-Feedback with the Use of Reflective Journals: An Analysis of Undergraduates’ Engagement with Feedback.” Assessment & Evaluation in Higher Education 45 (3): 431–446. doi:10.1080/02602938.2019.1665166.
  • * Ibarra-Sáiz, María Soledad, Gregorio Rodríguez-Gómez, and David Boud. 2020. “Developing Student Competence through Peer Assessment: The Role of Feedback, Self-Regulation and Evaluative Judgement.” Higher Education 80 (1): 137–156. doi:10.1007/s10734-019-00469-2.
  • * Jopp, Ryan. 2020. “A Case Study of a Technology Enhanced Learning Initiative That Supports Authentic Assessment.” Teaching in Higher Education 25 (8): 942–958. doi:10.1080/13562517.2019.1613637.
  • * Kilgour, Peter, Maria Northcote, Anthony Williams, and Andrew Kilgour. 2020. “A Plan for the Co-Construction and Collaborative Use of Rubrics for Student Learning.” Assessment & Evaluation in Higher Education 45 (1): 140–153. doi:10.1080/02602938.2019.1614523.
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  • * McQuade, Richard, Simon Kometa, Jeremy Brown, Debra Bevitt, and Judith Hall. 2020. “Research Project Assessments and Supervisor Marking: maintaining Academic Rigour through Robust Reconciliation Processes.” Assessment & Evaluation in Higher Education 45 (8): 1181–1191. doi:10.1080/02602938.2020.1726284.
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  • * Merry, Stephen, and, Paul Orsmond. 2020. “Peer Assessment: The Role of Relational Learning through Communities of Practice.” Studies in Higher Education 45 (7): 1312–1322. doi:10.1080/03075079.2018.1544236.
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