Resituating feedback from the reactive to the proactive

Feedback in Higher and Professional Education: Understanding it and Doing it Well

Volumn , Issue , 2012, Pages 34-49

  Nicol, David ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84890413561     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203074336     Document Type: Chapter

References (24)

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10. Kaufman, J. H. and Schunn, C. D. (2011) ‘Students’ perceptions about peer assessment for writing: their origin and impact on revision work’, Instructional Science, 39: 387-406.
11. Nicol, D. and 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.
12. Nicol, D. (2009) ‘Assessment for learner self-regulation: enhancing achievement in the first year using learning technologies’, Assessment and Evaluation in Higher Education, 34(3): 335-52.
13. Nicol, D. (2010a) ‘From monologue to dialogue: improving written feedback in mass higher education’, Assessment and Evaluation in Higher Education, 35(5): 501-17.
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15. Nicol, D. (2011) ‘Developing students’ ability to construct feedback’, QAA Scotland, Enhancement Themes. Online. Available at:
16. Nicol, D., Thomson, A. and Breslin, C. (in preparation), ‘Feedback for learning: Is giving better than receiving?’, to be submitted to Assessment and Evaluation in Higher Education.
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21. Sadler, D. R. (2010) ‘Beyond feedback: Developing student capability in complex appraisal’, Assessment and Evaluation in Higher Education, 35(5): 535-50.
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