‘Feedback interpreters’: the role of learning development professionals in facilitating university students’ engagement with feedback

References

• Ajjawi, R., and D. Boud. 2017. “Researching Feedback Dialogue: An Interactional Analysis Approach.” Assessment and Evaluation in Higher Education 42 (2): 252–265.
   Web of Science ®Google Scholar
• ALDinHE (Association for Learning Development in Higher education). 2018. “Association for Learning Development in Higher Education.” Accessed June 16, 2018. http://www.aldinhe.ac.uk/home.html.
   Google Scholar
• Bailey, R. 2009. “Undergraduate Students’ Perceptions of the Role and Utility of Written Assessment Feedback.” Journal of Learning Development in Higher Education 1: 1–14.
   Google Scholar
• Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101.
   Google Scholar
• Burke, D. 2009. “Strategies for Using Feedback Students Bring to Higher Education.” Assessment and Evaluation in Higher Education 34 (1): 41–50.
   Web of Science ®Google Scholar
• Carless, D. 2006. “Differing Perceptions in the Feedback Process.” Studies in Higher Education 31 (2): 219–233.
   Web of Science ®Google Scholar
• Carless, D. 2015. Excellence in University Assessment: Learning from Award-Winning Practice. London: Routledge.
   Google Scholar
• Cavaleri, M. 2014. “Academic Literacy Development: Does Video Commentary Feedback Lead to Greater Engagement and Response Than Conventional Written Feedback?” International Journal of Literacies 20 (3): 1–23.
   Google Scholar
• Cavaleri, M. 2016. “You Want me to Check Your Grammar Again? The Usefulness of an Online Grammar Checker as Perceived by Students.” Journal of Academic Language and Learning 10 (1): 1–14.
   Web of Science ®Google Scholar
• Chanock, K. 2000. “Comments on Essays: Do Students Understand What Tutors Write?” Teaching in Higher Education 5 (1): 95–105.
   Google Scholar
• Evans, C. 2013. “Making Sense of Assessment Feedback in Higher Education.” Review of Educational Research 83 (1): 70–120.
   Web of Science ®Google Scholar
• Handley, K., M. Price, and J. Millar. 2011. “Beyond ‘Doing Time’: Investigating the Concept of Student Engagement with Feedback.” Oxford Review of Education 37: 543–560. doi:10.1080/03054985.2011.604951.
   Web of Science ®Google Scholar
• Hartley, P., J. Hilsdon, C. Keenan, S. Sinfield, and M. Verity. 2010. Learning Development in Higher Education. London: Palgrave.
   Google Scholar
• Hattie, J. A. C. 2009. Visible Learning: A Synthesis of 800+ Meta-Analyses on Achievement. Abingdon: Routledge.
   Google Scholar
• Holliday, A. 2007. Doing and Writing Qualitative Research. London: SAGE.
   Google Scholar
• Holmes, L. E., and L. J. Smith. 2003. “Student Evaluations of Faculty Grading Methods.” Journal of Education for Business 78 (6): 318–323.
   Google Scholar
• Hutchings, C. 2014. “Referencing and Identity, Voice and Agency: Adult Learners’ Transformations Within Literacy Practices.” Higher Education Research and Development 33 (2): 312–324. doi:10.1080/07294360.2013.832159.
   Web of Science ®Google Scholar
• Ilgen, D. R., C. D. Fisher, and M. S. Taylor. 1979. “Consequences of Individual Feedback on Behavior in Organizations.” Journal of Applied Psychology 64 (4): 349–371. doi:10.1037/0021-9010.64.4.349.
   Web of Science ®Google Scholar
• Jonsson, A. 2013. “Facilitating Productive Use of Feedback in Higher Education.” Active Learning in Higher Education 14: 63–76. doi:10.1177/ 1469787412467125.
   Web of Science ®Google Scholar
• Land, R. 2017. “Enhancing Quality to Address Frailty.” In Pedagogic Frailty and Resilience in the University, edited by I. M. Kinchin, and N. Winstone, 179–194. Rotterdam: Sense.
   Google Scholar
• Lea, M. R., and B. Street. 2000. “Student Writing and Staff Feedback in Higher Education: An Academic Literacies Approach.” In Students Writing in Higher Education: New Contexts, edited by M. R. Lea, and B. Stierer, 32–46. Buckingham: Open University Press.
   Google Scholar
• Nash, R., and N. E. Winstone. 2017. “Responsibility-Sharing in the Giving and Receiving of Assessment Feedback.” Frontiers in Psychology 8: 250.
   PubMed Web of Science ®Google Scholar
• Nicol, D. 2010. “From Monologue to Dialogue: Improving Written Feedback Processes in Mass Higher Education.” Assessment and Evaluation in Higher Education 35: 501–517. doi:10.1080/02602931003786559.
   Web of Science ®Google Scholar
• Price, M., K. Handley, and J. Millar. 2011. “Feedback: Focusing Attention on Engagement.” Studies in Higher Education 36 (8): 879–896.
   Web of Science ®Google Scholar
• Price, M., C. Rust, B. O’Donovan, and K. Handley. 2012. Assessment Literacy: The Foundation for Improving Student Learning. Oxford: Oxford Centre for Staff Learning Development.
   Google Scholar
• Ryan, T., and M. Henderson. 2017. “Feeling Feedback: Students’ Emotional Responses to Educator Feedback.” Assessment and Evaluation in Higher Education 1: 1–13. doi:10.1080/02602938.2017.1416456.
   Google Scholar
• Shields, S. 2015. “‘My Work is Bleeding’: Exploring Students’ Emotional Responses to First-Year Assignment Feedback.” Teaching in Higher Education 20 (6): 614–624. doi:10.1080/13562517.2015.1052786.
   Web of Science ®Google Scholar
• Värlander, S. 2008. “The Role of Students’ Emotions in Formal Feedback Situations.” Teaching in Higher Education 13: 145–156.
   Web of Science ®Google Scholar
• Veles, N., and M.-A. Carter. 2016. “Imagining a Future: Changing the Landscape for Third Space Professionals in Australian Higher Education Institutions.” Journal of Higher Education Policy and Management 38 (5): 519–533.
   Web of Science ®Google Scholar
• Veles, N., M. Carter, and H. Boon. 2018. “Complex Collaboration Champions: University Third Space Professionals Working Together Across Borders.” Perspectives: Policy and Practice in Higher Education 207: 1–11. doi:10.1080/13603108.2018.1428694.
   Google Scholar
• Weaver, M. R. 2006. “Do Students Value Feedback? Student Perceptions of Tutors’ Written Responses.” Assessment and Evaluation in Higher Education 31: 379–394. doi:10.1080/02602930500353061.
   Google Scholar
• Whitchurch, C. 2008. “Shifting Identities and Blurring Boundaries: The Emergence of Third Space Professionals in UK Higher Education.” Higher Education Quarterly 62 (4): 377–396.
   Google Scholar
• Whitchurch, C. 2012. “Expanding the Parameters of Academia.” Higher Education 64 (1): 99–117.
   Web of Science ®Google Scholar
• Whitchurch, C. 2013. Reconstructing Identities in Higher Education: The Rise of Third Space Professionals. London: Routledge.
   Google Scholar
• Winstone, N. E., R. A. Nash, M. Parker, and J. Rowntree. 2017b. “Supporting Learners’ Agentic Engagement with Feedback: A Systematic Review and a Taxonomy of Recipience Processes.” Educational Psychologist 52: 17–37.
   Web of Science ®Google Scholar
• Winstone, N. E., R. A. Nash, J. Rowntree, and M. Parker. 2017a. “‘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.
   Web of Science ®Google Scholar
• Yang, M., and D. Carless. 2013. “The Feedback Triangle and the Enhancement of Dialogic Feedback Processes.” Teaching in Higher Education 18 (3): 285–297. doi:10.1080/13562517.2012.719154.
   Web of Science ®Google Scholar