What if best practice is too expensive? Feedback on oral presentations and efficient use of resources

Assessment and Evaluation in Higher Education

Volumn 42, Issue 3, 2017, Pages 329-346

  Leger, Lawrence A ^a   Glass, Karligash ^a   Katsiampa, Paraskevi ^b   Liu, Shibo ^a   Sirichand, Kavita ^a  

^a LOUGHBOROUGH UNIVERSITY   (United Kingdom)

^b SHEFFIELD HALLAM UNIVERSITY   (United Kingdom)

Author keywords

feedback; limited resources; oral presentations; skills training; video feedback

Indexed keywords

EID: 84947732974     PISSN: 02602938     EISSN: 1469297X     Source Type: Journal    
DOI: 10.1080/02602938.2015.1109054     Document Type: Review

References (36)

1. Bandura, A., 1986. Social Foundation of Thought and Action:A Social Cognitive Theory. Englewood Cliffs, NJ:Prentice-Hall.
2. Beaumont, C., M., O’Doherty, and L., Shannon. 2011. “Reconceptualising Assessment Feedback:A Key to Improving Student Learning?” Studies in Higher Education 36 (6):671–687.10.1080/03075071003731135
3. Biggs, J., and C., Tang. 2011. Teaching for Quality Learning at University. 4th ed. Maidenhead:Open University Press.
4. Boud, D., and E., Molloy. 2013. “Rethinking Models of Feedback for Learning:The Challenge of Design.” Assessment & Evaluation in Higher Education 38 (6):698–712.
5. Brockbank, A., and I., McGill. 2007. Facilitating Reflective Learning in Higher Education. 2nd ed. Maidenhead:Open University Press.
6. Butler, D. L., and P. H., Winne. 1995. “Feedback and Self-Regulated Learning:A Theoretical Synthesis.” Review of Educational Research 65 (3):245–281.10.3102/00346543065003245
7. Carless, D., D., Salter, M., Yang, and J., Lam. 2011. “Developing Sustainable Feedback Practices.” Studies in Higher Education 36 (4):395–407.10.1080/03075071003642449
8. Cassidy, S., 2011. “Self-Regulated Learning in Higher Education:Identifying Key Component Processes.” Studies in Higher Education 36 (8):989–1000.10.1080/03075079.2010.503269
9. Clark, I., 2012. “Formative Assessment:Assessment is for Self-Regulated Learning.” Educational Psychology Review 24 (2):205–249.10.1007/s10648-011-9191-6
10. Entwistle, N. J., and V., McCune. 2009. “The Disposition to Understand for Oneself at University and beyond:Learning Processes, the Will to Learn, and Sensitivity to Context.” In Perspectives on the Nature of Intellectual Styles, edited by L. F., Zhang and J., Sternberg, 29–62. New York, NY:Springer.
11. Fukkink, R. G., N., Trienekens, and L. J. C., Kramer. 2011. “Video Feedback in Education and Training:Putting Learning in the Picture.” Educational Psychology Review 23:45–63.10.1007/s10648-010-9144-5
12. Garrison, D. R., and N. D., Vaughan. 2008. Blended Learning in Higher Education:Framework, Principles and Guidelines. San Francisco, CA:Wiley.
13. Gibbs, G., and C., Simpson. 2004. “Conditions under Which Assessment Supports Students’ Learning.” Learning and Teaching in Higher Education 1 (1):3–31.
14. Hattie, J., and H., Timperly. 2007. “The Power of Feedback.” Review of Educational Research 77 (1):81–112.10.3102/003465430298487
15. Higgins, R., P., Hartley, and A., Skelton. 2001. “Getting the Message across:The Problem of Communicating Assessment Feedback.” Teaching in Higher Education 6 (2):269–274.10.1080/13562510120045230
16. Higgins, R., P., Hartley, and A., Skelton. 2002. “The Conscientious Consumer:Reconsidering the Role of Assessment Feedback in Student Learning.” Studies in Higher Education 27 (1):53–64.10.1080/03075070120099368
17. Hoskins, S. L., and S. E., Newstead. 2009. “Encouraging Student Motivation.” In A Handbook for Teaching and Learning in Higher Education, Enhancing Academic Practice. 3rd ed., edited by H., Fry, S., Ketteridge, and S., Marshall, 27–39. New York, NY:Routledge.
18. Kolb, D. A., 1984. Experiential Learning:Experience as the Source of Learning and Development. Englewood Cliffs, NJ:Prentice Hall.
19. Leger, L. A., and K., Sirichand. 2015. “Training in Literature Review and Associated Skills.” Journal of Applied Research in Higher Education 7 (2):258–274.10.1108/JARHE-01-2014-0008
20. Machemer, P. L., and P., Crawford. 2007. “Student Perceptions of Active Learning in a Large Cross-Disciplinary Classroom.” Active Learning in Higher Education 8 (1):9–30.10.1177/1469787407074008
21. Mager, R. F., 1991. Preparing Instructional Objectives. 2nd ed. London:Kogan Page.
22. McLeod, G., 2003. “Learning Theory and Instructional Design.” Learning Matters 2:35–53.
23. Murphy, K., and S., Barry. 2015. “Feed-Forward:Students Gaining More from Assessment via Deeper Engagement in Video-Recorded Presentations.” Assessment & Evaluation in Higher Education. doi:10.1080/02602938.2014.996206.
24. Nicol, D. J., and D., Macfarlane-Dick. 2006. “Formative Assessment and Self-Regulated Learning:A Model and Seven Principles of Good Feedback Practice.” Studies in Higher Education 31 (2):199–218.10.1080/03075070600572090
25. Njenga, J. K., and L. C., Fourie. 2010. “The Myths about E-Learning in Higher Education.” British Journal of Educational Technology 41 (2):199–212.10.1111/bjet.2010.41.issue-2
26. Price, M., K., Handley, J., Millar, and B., O’Donovan. 2010. “Feedback:All That Effort, but What is the Effect?” Assessment & Evaluation in Higher Education 35 (2):277–289.
27. Ryan, R. M., and E. L., Deci. 2000. “Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being.” American Psychologist 55:68–78.10.1037/0003-066X.55.1.68
28. Sadler, D. R., 2010. “Beyond Feedback:Developing Student Capability in Complex Appraisal.” Assessment & Evaluation in Higher Education 35 (5):535–550.
29. Scaife, J., and J., Wellington. 2010. “Varying Perspectives and Practices in Formative and Diagnostic Assessment:A Case Study.” Journal of Education for Teaching 36 (2):137–151.10.1080/02607471003651656
30. Shute, V. J., 2008. “Focus on Formative Feedback.” Review of Educational Research 78 (1):153–189.10.3102/0034654307313795
31. Sloman, J., and C., Mitchell. 2013. “Lectures.” In The Handbook for Economics Lecturers, edited by P., Davies. The Economics Network, University of Bristol. www.economicsnetwork.ac.uk/handbook.
32. Tennyson, R. D., 2010. “Historical Reflection on Learning Theories and Instructional Design.” Contemporary Educational Technology 1 (1):1–16.
33. Woodrow, L., 2006. “Anxiety and Speaking English as a Second Language.” RELC Journal 37 (3):308–328.
34. Zimmerman, B. J., 2005. “Attaining Self-Regulation:A Social Cognitive Perspective.” In Handbook of Self-Regulation, edited by M., Boekaerts, P. R., Pintrich, and M., Zeidner, 13–35. San Diego, CA:Academic Press.
35. Zimmerman, B. J., and A. R., Moylan. 2009. “Self-Regulation:Where Metacognition and Motivation Intersect.” In Handbook of Metacognition in Education, edited by D. J., Hacker, J., Dunlosky, and A. C., Graesser, 299–316. New York, NY:Routledge.
36. Zimmerman, B. J., and D. H., Schunk, eds. 2011. Handbook of Self-Regulation of Learning and Performance. Educational Psychology Handbook Series. New York, NY:Routledge.