Enhancing feedback practice: A personal learning styles pedagogy approach

Style Differences in Cognition, Learning, and Management: Theory, Research, and Practice

Volumn , Issue , 2012, Pages 188-204

  Evans, Carol ^a   Waring, Michael ^a  

^a DURHAM UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84920741469     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203841853     Document Type: Chapter

References (67)

1. Allinson, C.W., & Hayes, J. (1996). The Cognitive Style Index: a measure of intuition-analysis for organizational research. Journal of Management Studies, 33, 119-135.
2. Angelo, T. (1996). Transforming assessment: high standards for higher learning. AAHE Bulletin, 48, 3-4.
3. Bicen, P. (2009). Group-based assessment as a dynamic approach to marketing education. Journal of Marketing Education, 31, 96-108.
4. Biggs, J. (1999). Teaching for Quality Learning at University. Buckingham, UK: SRHE and Open University Press.
5. Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for Learning: Putting It into Practice. Maidenhead, UK: Open University Press.
6. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7-75.
7. Bloxham, S. (2008). Guide to Assessment, ESCalate, HEA. Retrieved July 20, 2009, from http://escalate.ac.uk/4148
8. Bloxham, S., & West, A. (2004). Understanding the rules of the game: marking peer assessment as a medium for developing students' conceptions of assessment. Assessment and Evaluation on Higher Education, 29, 721-733.
9. Boud, D. (2000). Sustainable assessment: rethinking assessment for the learning society. Studies in Continuing Education, 22, 151-167.
10. Boud, D., & Falchikov, N. (Eds.) (2007). Rethinking Assessment in Higher Education. Learning for the longer term. Oxon, UK: Routledge.
11. Brown, G.T.L. (2004). Teachers’ conceptions of assessment: implications for policy and professional development. Assessment in Education, 11, 301-318.
12. Burke, D. (2009). Strategies for using feedback students bring to higher education. Assessment and Evaluation in Higher Education, 34, 41-50.
13. Carillo-de-la-Pena, M.T., Casereas, X., Martinez, A., Ortet, G., & Perez, J. (2009). Formative assessment and academic achievement in pre-graduate students of health sciences. Advances in Health Science Education, 14, 61-67.
14. Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31, 219-233.
15. Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning Styles and Pedagogy in Post-16 Learning: A Systematic and Critical Review. London: Learning and Skills Research Centre.
16. Crisp, B.R. (2007). Is it worth the effort? How feedback influences students’ subsequent submission of assessable work. Assessment and Evaluation in Higher Education, 32, 571-581.
17. Curry, L. (1983). An organisation of learning styles theory and constructs. In L. Curry (Ed.), Leaning Style in Continuing Education. Halifax, Canada: Dalhou-sie University (ERIC Document Reproduction Service Number ED 235 185).
18. Davies, P. (2006): Peer assessment: judging the quality of students' work by comments rather than marks. Innovations in Education and Teaching International, 43, 69-82.
19. Draper, S.W. (2009). What are learners actually regulating when given feedback? British Journal of Educational Technology, 40, 306-315.
20. Duncan, N. (2007). ‘Feed-forward’: improving students' use of tutor comments. Assessment and Evaluation in Higher Education, 32, 271-283.
21. Ellery, K. (2008). Assessment for learning: a case study using feedback effectively in an essay-style test. Assessment and Evaluation in Higher Education, 33, 421-429.
22. Epstein, S. (1994). Integration of the cognitive and the psychodynamic unconscious. American Psychologist, 49, 709-724.
23. Epstein, S. (2004). Intuition from the Perspective of Cognitive-Experiential SelfTheory. 5th Heidelberg Meeting on Judgment and Decision Processes ‘Intuition in Judgment and Decision Making’, University of Heidelberg, February 19-22.
24. Epstein, S., Pacini, R., Denes-Raj, V., & Heier, H. (1996). Individual differences in intuitive-experiential and analytical-rational thinking styles. Journal of Personality and Social Psychology, 71, 390-405.
25. Evans, C. (2004). Exploring the relationship between cognitive style and teaching. Educational Psychology, 24, 509-531.
26. Evans, C., & Waring, M. (2006). Towards inclusive teacher education: sensitising individuals to how they learn. Educational Psychology, 6, 499-518.
27. Evans, C., & Waring, M. (2007). Using the CSI in educational settings. In L.M. Lassen, L. Bostrum, & H.H. Henrik Knoop (Eds), Laering og laeringsstile om unikke og faelles veje I paedagogikken [Learning and Learning Styles: About Unique and Common Ways in Pedagogy] (pp. 103-122). Virum, Denmark: Dansk Psykologisk Forlag.
28. Evans, C., & Waring, M. (2008a). Trainee teachers' cognitive styles and notions of differentiation. Education and Training, 50, 140-154.
29. Evans, C., & Waring, M. (2008b). How Can an Understanding of Cognitive Style Enable Trainee Teachers to Have a Better Understanding of Differentiation in the Classroom? Asia Pacific Educational Research Association Conference, Educational Innovation and Quality in Education: Policy and pedagogical engagement across contexts, 26-28 November, Singapore.
30. Evans, C., & Waring, M. (2009). The place of cognitive style in pedagogy: realising potential in practice. In L.F. Zhang & R.J. Sternberg (Eds.), Perspectives on the Nature of Intellectual Styles (pp. 169-208). New York: Springer.
31. Fearn, H. (2009). Small places win big smiles as overall satisfaction falls. Times Higher Education, 1, 909: 10.
32. Gibbs, G., & Simpson, C. (2004). Conditions under which assessment supports students' learning. Learning and Teaching in Higher Education, 1, 3-31.
33. Handley. K., Price, M., & Millar, J. (2008). Engaging students with assessment feedback. Oxford Brookes University. Retrieved February 18, 2010, from https://mw.brookes.ac.uk/download/attachments/28536/FDTL_Feedback-ProjectReportApril2009.pdf?version=1
34. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81-112.
35. Higgins, R., Hartley, P., & Skelton, A. (2001). Getting the message across: the problem of communicating assessment feedback. Teaching in Higher Education, 6, 269-274.
36. Higgins, R., Hartley, P., & Skelton, A. (2002). The conscientious consumer: reconsidering the role of assessment feedback in student learning. Studies in Higher Education, 27, 53-64.
37. Higher Education Funding Council for England (HEFCE) (2007). National Student Survey. Retrieved June 10, 2009, from http://www.hefce.ac.uk/learning/nss/data/2007
38. Hodgkinson, G.P., & Sadler-Smith, E. (2003). Complex or unitary: a critique and empirical reassessment of the Cognitive Style Index. Journal of Occupational and Organisational Psychology, 76, 243-268.
39. Hounsell, D. (2003). Student feedback, learning and development. In M. Slowey & D. Watson (Eds.), Higher Education and the Lifecourse (pp. 67-78). Milton Keynes, UK: Open University Press.
40. Juwah, C., Macfarlane-Dick, M., Matthew, B., Nicol, D., Ross, D., & Smith, B. (2004). Enhancing Student Learning through Effective Formative Feedback. York, UK: The Higher Education Academy Generic Centre.
41. Kim, M. (2009). The impact of an elaborated assessee's role in peer assessment. Assessment and Evaluation in Higher Education, 34, 105-114.
42. Knight, P., & Yorke, M. (2003). Assessment, Learning and Employability. Maidenhead, UK: SRHE/Open University Press.
43. Kozhevnikov, M. (2007). Cognitive styles in the framework of modern psychology: toward an integrated framework of cognitive style. Psychological Bulletin, 133, 464-481.
44. Krippendorff, K. (2004). Content Analysis: An introduction to Its Methodology (2nd ed.). Thousand Oaks, CA: Sage Publications.
45. Liu, N.-F., & Carless, D. (2006). Peer feedback: the learning element of peer assessment. Teaching in Higher Education, 11, 279-290.
46. Lizzio, A., & Wilson, K. (2008). Feedback on assessment: students' perceptions of quality and effectiveness. Assessment and Evaluation in Higher Education, 33, 263-275.
47. Messick, S. (1984). The nature of cognitive styles: problems and promise in educational practice. Educational Psychologist, 19, 59-74.
48. Mutch, A. (2003). Exploring the practice of feedback to students. Active Learning in Higher Education, 4, 24-38.
49. Nicol, D. (2008). Transforming Assessment and Feedback: Enhancing Integration and Empowerment in the First Year. Glasgow, Scotland: Quality Assurance Agency.
50. Nielsen, T. (2008). Implementation of learning styles at the teacher level. Education and Training, 50, 167-182.
51. Orrell, J. (2006). Feedback on learning achievement: rhetoric and reality. Teaching in Higher Education, 11, 441-456.
52. Prosser, M., & Webb, C. (1994). Relating the process of undergraduate essay writing to the finished product. Studies in Higher Education, 19, 25-38.
53. Race, P. (2002). Why Fix Assessment? A Discussion Paper. Staff and Departmental Development Unit, Leeds University. Retrieved June 10, 2009, from http://www.leeds.ac.uk/sddu/online/fix_assess.html
54. Rae, A.M., & Cochrane, D.K. (2008). Listening to students: how to make written assessment feedback useful. Active Learning in Higher Education, 9, 217-230.
55. Rayner, S. (2000). Reconstructing style differences in thinking and learning: profiling learning performance. In R.J. Riding & S. Rayner (Eds.), International Perspectives on Individual Differences (pp. 115-180). Stamford, CT: Ablex.
56. Riding, R. (2002). School Learning and Cognitive Style. London: David Fulton.
57. Riding, R.J., & Cheema, I. (1991). Cognitive styles-an overview and integration. Educational Psychology, 11(3&4), 193-214.
58. 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 and Evaluation in Higher Education, 30, 231-240.
59. Sadler, D.R. (2005). Interpretations of criteria-based assessment and grading in higher education. Assessment and Evaluation in Higher Education, 30, 75-194.
60. Shiloh, S., Salton, E., & Sharabi, D. (2002). Individual differences in rational and intuitive styles as predictors of heuristic responses and framing effects. Personality and Individual Differences, 32, 415-429.
61. Swaffield, S. (Ed.) (2008). Unlocking Assessment: Understanding for Reflection and Application. London: Routledge.
62. Taras, M. (2003). To feedback or not to feedback in student self-assessment. Assessment and Evaluation in Higher Education, 28, 549-565.
63. Tashakkori, A., & Teddlie, C. (Eds.) (2003). Handbook of Mixed Methods in Social and Behavioural Research. Thousand Oaks, CA: Sage.
64. Vickerman, P. (2009). Student perspectives on formative peer assessment: an attempt to deepen learning? Assessment and Evaluation in Higher Education, 34, 221-230.
65. Weaver, M.R. (2006). Do students value feedback? Student perceptions of tutors’ written responses. Assessment and Evaluation in Higher Education, 31, 379394.
66. Yorke, M. (2003). Formative assessment in higher education: moves towards theory and the enhancement of pedagogic practice. Higher Education, 45, 477-501.
67. Zhang, L.F., & Sternberg, R.J. (2005). A threefold model of intellectual styles. Educational Psychology Review, 17, 1-53.