5,930
Views
0
CrossRef citations to date
0
Altmetric
Editorial

Making feedback effective?

References

  • Agricola, B. T., Prins, F. J., & Sluijsmans, D. M. A. (2019, this issue). Impact of feedback request forms and verbal feedback on higher education students’ feedback perception, self-efficacy, and motivation. Assessment in Education: Principles, Policy & Practice. doi:https://doi.org/10.1080/0969594X.2019.1688764
  • Armitage, E., & Lau, C. (2019, this issue). Can the English Baccalaureate act as an educational equaliser?. Assessment in Education: Principles, Policy & Practice. doi:https://doi.org/10.1080/0969594X.2019.1661222
  • Berge, K. L., Skar, G. B., Matre, S., Solheim, R., Evensen, L. S., Otnes, H., & Thygesen, R. (2019). Introducing teachers to new semiotic tools for writing instruction and writing assessment: Consequences for students’ writing proficiency. Assessment in Education: Principles, Policy & Practice, 26(1), 6–25.
  • Brown, G. T. L. (2006). Teachers’ conceptions of assessment: Validation of an abridged instrument. Psychological Reports, 99(1), 166–170.
  • Carless, D. (2019). Longitudinal perspectives on students’ experiences of feedback: A need for teacher–student partnerships. Higher Education Research & Development, 1–14. doi:https://doi.org/10.1080/07294360.2019.1684455
  • Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325.
  • DeLuca, C., Schneider, C., Coombs, A., Pozas, M., & Rasooli, A. (2019, this issue). A cross-cultural comparison of German and Canadian student teachers’ assessment competence. Assessment in Education: Principles, Policy & Practice. doi:https://doi.org/10.1080/0969594X.2019.1703171
  • Frans, N., Post, W. J., Oenema-Mostert, C. E., & Minnaert, A. E. M. G. (2019, this issue). Preschool/Kindergarten teachers’ conceptions of standardised testing. Assessment in Education: Principles, Policy & Practice. doi:https://doi.org/10.1080/0969594X.2019.1688763
  • Herrington, C. D., & Maynard, R. (2019). Editors’ introduction: Randomized controlled trials meet the real world: The nature and consequences of null findings. Educational Researcher, 48(9), 577–579.
  • Jerrim, J. (2014). PISA, power and policy. Assessment in Education: Principles, Policy & Practice, 21(4), 495–496.
  • Jerrim, J. (2016). PISA 2012: How do results for the paper and computer tests compare? Assessment in Education: Principles, Policy & Practice, 23(4), 495–518.
  • Ofqual. (2018). Marking consistency metrics: An update. Coventry: Author.
  • Pintrich, P. R, Smith, D A. F, García, T, & McKeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801–813.
  • Steen-Utheim, A., & Hopfenbeck, T. N. (2018). To do or not to do with feedback: A study of undergraduate students’ engagement and use of feedback within a portfolio assessment design. Assessment & Evaluation in Higher Education, 44(1), 80–96.
  • Wheadon, C., Barmby, P., Christodoulou, D., & Henderson, B. (2019, this issue). A comparative judgement approach to the large-scale assessment of primary writing in England. Assessment in Education: Principles, Policy & Practice. doi:https://doi.org/10.1080/0969594X.2019.1700212
  • Willis, J., Adie, L., & Klenowski, V. (2013). Conceptualizing teachers’ assessment literacies in an era of curriculum and assessment reform. The Australian Educational Researcher, 40(2), 241–256.
  • Wyatt-Smith, C., Humphry, S., Adie, L., & Colbert, P. (2020). The application of pairwise comparisons to form scaled exemplars as a basis for setting and exemplifying standards in teacher education. Assessment in Education: Principles, Policy & Practice. doi:https://doi.org/10.1080/0969594X.2020.1712326

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.