373
Views
10
CrossRef citations to date
0
Altmetric
Articles

Enacting feedback utilization from a task-specific perspective

Pages 266-282 | Received 04 Dec 2015, Accepted 03 May 2016, Published online: 16 Jun 2016

References

  • Adcroft, A. (2011). The mythology of feedback. Higher Education Research & Development, 30(4), 405–419.
  • Beaumont, C., O'Doherty, M., & Shannon, L. (2011). Reconceptualising assessment feedback: A key to improving student learning? Studies in Higher Education, 36(6), 671–687.
  • Black, P. (2015). Formative assessment – an optimistic but incomplete vision. Assessment in Education: Principles, Policy and Practice, 22(1), 161–177.
  • Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 8–21.
  • Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31.
  • Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698–712.
  • Boud, D., & Soler, R. (2016). Sustainable assessment revisited. Assessment & Evaluation in Higher Education, 41(3), 400–413.
  • Burke, D. (2009). Strategies for using feedback students bring to higher education. Assessment & Evaluation in Higher Education, 34(1), 41–50.
  • Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219–233.
  • Carless, D. (2011). From testing to productive student learning: Implementing formative assessment in Confucian-heritage settings. New York, NY: Routledge.
  • Carless, D. (2013). Sustainable feedback and the development of student self-evaluative capacities. In S. Merry, M. Price, D. Carless, & M. Taras (Eds.), Reconceptualising feedback in higher education: Developing dialogue with students (pp. 113–122). London: Routledge.
  • Carless, D. (2015). Exploring learning-oriented assessment processes. Higher Education, 69(6), 963–976.
  • Carless, D., Salter, D., Yang, M., & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395–407.
  • Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal, 63(2), 97–107.
  • Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70–120.
  • Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113–132.
  • Hargreaves, E. (2012). Teachers’ classroom feedback: Still trying to get it right. Pedagogies: An International Journal, 7(1), 1–15.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
  • Havnes, A., Smith, K., Dysthe, O., & Ludvigsen, K. (2012). Formative assessment and feedback: Making learning visible. Studies in Educational Evaluation, 38, 21–27.
  • Higgins, R., Hartley, P., & Skelton, A. (2001). Getting the message across: The problem of communicating assessment feedback. Teaching in Higher Education, 6(2), 269–274.
  • Lam, R. (2013). Formative use of summative tests: Using test preparation to promote performance and self-regulation. The Asia-Pacific Education Researcher, 22(1), 69–78.
  • Lam, R. (2014a). Promoting self-regulated learning through portfolio assessment: Testimony and recommendations. Assessment & Evaluation in Higher Education, 39(6), 699–714.
  • Lam, R. (2014b). Can student-generated test materials support learning? Studies in Educational Evaluation, 43, 95–108.
  • Lam, R. (2015a). Feedback about self-regulation: Does it remain an ‘unfinished business’ in portfolio assessment of writing? TESOL Quarterly, 49(2), 402–413.
  • Lam, R. (2015b). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169–197.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
  • Lee, I. (2008). Understanding teachers’ written feedback practices in Hong Kong secondary classrooms Journal of Second Language Writing, 17(2), 69–85.
  • Lee, I. (2014). Revisiting teacher feedback in EFL writing from sociocultural perspectives. TESOL Quarterly, 48(1), 201–213.
  • McGarrell, H., & Verbeem, J. (2007). Motivating revision of drafts through formative feedback. ELT Journal, 61(3), 228–236.
  • Mutch, A. (2003). Exploring the practice of feedback to students. Active Learning in Higher Education, 4(1), 24–38.
  • Nicol, D. (2010). From monologue to dialogue: Improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501–517.
  • Nicol, D., & 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.
  • Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher education: A peer review perspective. Assessment & Evaluation in Higher Education, 39(1), 102–122.
  • O'Donovan, B., Rust, C., & Price, M. (2015). A scholarly approach to solving the feedback dilemma in practice. Assessment & Evaluation in Higher Education. Advance online publication. doi:10.1080/02602938.2015.1052774
  • Price, M., Rust, C., O'Donovan, B., Handley, K., & Bryant, R. (2012). Assessment Literacy: The foundation for improving student learning. Oxford: Oxford Centre for Staff and Learning Development.
  • Rust, C., O'Donovan, B., & Price, M. (2005). A social constructivist assessment process model: How the research literature shows us this could be best practice. Assessment & Evaluation in Higher Education, 30(3), 233–241.
  • Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–144.
  • Sadler, D. R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35(5), 535–550.
  • Sadler, D. R. (2013). Opening up feedback: Teaching learners to see. In S. Merry, M. Price, D. Carless, & M. Taras (Eds.), Reconceptualising feedback in higher education: Developing dialogue with students (pp. 54–63). London: Routledge.
  • Sadler, D. R. (2015a). Backwards assessment explanations: Implications for teaching and assessment practice. In D. Lebler, G. Carey, & S.D. Harrison (Eds.), Assessment in music education: From policy to practice (pp. 9–19). Cham: Springer.
  • Sadler, D. R. (2015b). Three in-course assessment reforms to improve higher education learning outcomes. Assessment & Evaluation in Higher Education. Advance online publication. doi:10.1080/02602938.2015.1064858
  • Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.
  • Sutton, P. (2012). Conceptualizing feedback literacy: Knowing, being, and acting. Innovations in Education and Teaching International, 49(1), 31–40.
  • Taras, M. (2005). Assessment – summative and formative – some theoretical reflections. British Journal of Educational Studies, 53(4), 466–478.
  • Taras, M. (2013). Feedback on feedback: Uncrossing wires across sectors. In S. Merry, M. Price, D. Carless, & M. Taras (Eds.), Reconceptualising feedback in higher education: Developing dialogue with students (pp. 30–40). London: Routledge.
  • Vardi, I. (2012). The impact of iterative writing and feedback on the characteristics of tertiary students’ written texts. Teaching in Higher Education, 17(2), 167–179.
  • Weaver, M. R. (2006). Do students value feedback? Student perceptions of tutors’ written responses. Assessment & Evaluation in Higher Education, 31(3), 379–394.
  • Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37, 3–14.

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.