Effectiveness and relevance of feedback in Higher Education: A study of undergraduate students

Studies in Educational Evaluation

Volumn 49, Issue , 2016, Pages 7-14

  Pereira, Diana ^a   Flores, Maria Assunção ^a   Simão, Ana Margarida Veiga ^b   Barros, Alexandra ^b  

^a UNIVERSITY OF MINHO   (Portugal)

^b UNIVERSITY OF LISBON   (Portugal)

Author keywords

Assessment; Feedback; Higher education; Learning; Self regulation

Indexed keywords

EID: 84962339070     PISSN: 0191491X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.stueduc.2016.03.004     Document Type: Article

References (76)

1. Bandura A. Perceived self-efficacy in cognitive development and functioning. Educational Psychologist 1993, 28:117-148. 10.1207/s15326985ep2802_3.
2. Beaumont C., O'Doherty M., Shannon L. Reconceptualising assessment feedback: a key to improving student learning?. Studies in Higher Education 2011, 36:671-687. 10.1080/03075071003731135.
3. Birenbaum M., Feldman R. Relationships between learning patterns and attitudes towards two assessment formats. Educational Research 1998, 40:90-97. 10.1080/0013188980400109.
4. Black P., William D. Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice 1998, 5:7-74. 10.1080/0969595980050102.
5. Blair A., McGinty S. Feedback dialogues: exploring the student perspective. Assessment & Evaluation in Higher Education 2013, 38:466-476. 10.1080/02602938.2011.649244.
6. Blair A., Wyburn-Powell A., Goodwin M., Shields S. Can dialogue help to improve feedback on examinations?. Studies in Higher Education 2014, 39:1039-1054. 10.1080/03075079.2013.777404.
7. Boud D., Molloy E. Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education 2013, 38:698-712. 10.1080/02602938.2012.691462.
8. Brown J. Feedback: the student perspective. Research in Post-Compulsory Education 2007, 12:33-51. 10.1080/13596740601155363.
9. Butler D.L., Winne P.H. Feedback and self-regulated learning: a theoretical synthesis. Review of Educational Research 1995, 65:245-281. 10.3102/00346543065003245.
10. Carless D. Differing perceptions in feedback process. Studies in Higher Education 2006, 31:219-233. 10.1080/03075070600572132.
11. Carless D., Salter D., Yang M., Lam J. Developing sustainable feedback practices. Studies in Higher Education 2011, 36:395-407. 10.1080/03075071003642449.
12. Chu S., Jamieson-Noel D., Winne P. The role of feedback on studying, achievement and calibration. Paper presented at the annual meeting of the American educational research association 2000.
13. Cornelius-White J. Learner-Centered teacher-Student relationships are effective: a meta-analysis. Review of Educational Research 2007, 77:113-143. 10.3102/003465430298563.
14. Craddock D., Mathias H. Assessment options in higher education. Assessment & Evaluation in Higher Education 2009, 34:127-140. 10.1080/02602930801956026.
15. Crisp B. Is it worth the effort? How feedback influences students' subsequent submission of assessable work. Assessment & Evaluation in Higher Education 2007, 32:571-581. 10.1080/02602930601116912.
16. Espasa A., Meneses J. Analysing feedback processes in an online teaching and learning environment: an exploratory study. Higher Education 2010, 59:277-292. 10.1007/s10734-009-9247-4.
17. Evans C. Making sense of assessment feedback in higher education. Review of Educational Research 2013, 83:70-120. 10.3102/0034654312474350.
18. Ferguson P. Student perceptions of quality feedback in teacher education. Assessment & Evaluation in Higher Education 2011, 36:51-62. 10.1080/02602930903197883.
19. Fernandes D. Avaliação das aprendizagens: reflectir, agir e transformar. Congresso internacional sobre avaliação na educação 2005, 65-78. Futuro Eventos, Curitiba, Livro do 3. Futuro Congressos e Eventos (Ed.).
20. Flores M.A., Veiga Simão A., Barros A., Pereira D. Perceptions of effectiveness, fairness and feedback of assessment methods: a study in higher education. Studies in Higher Education 2015, 40:1523-1534. 10.1080/03075079.2014.881348.
21. Gaertner H. Effects of student feedback as a method of self-evaluating the quality of teaching. Studies in Educational Evaluation 2014, 42:91-99. 10.1016/j.stueduc.2014.04.003.
22. Gibbs G. Using assessment strategically to change the way students learn. Assessment matters in higher education: choosing and using diverse approaches 1999, 40-53. SRHE and Open University Press, Buckingham. S. Brown, A. Glasner (Eds.).
23. Gibbs G., Simpson C. Does your assessment support your students' learning 2002, http://isis.ku.dk/kurser/blob.aspx?feltid=157744.
24. Gibbs G., Simpson C. Conditions under which assessment supports students' learning?. Learning and Teaching in Higher Education 2004, 1:3-31.
25. Hattie J., Biggs J., Purdie N. Effects of learning skills interventions on student learning: a meta-Analysis. Review of Educational Research 1996, 66:99-136. 10.3102/00346543066002099.
26. Hattie J., Jaeger R.M. Assessment and classroom learning: a deductive approach. Assessment in Education: Principles, Policy and Practice 1998, 5:111-122. 10.1080/0969595980050107.
27. Hattie J., Timperley H. The power of feedback. Review of Educational Research 2007, 77:81-112. 10.3102/003465430298487.
28. Havnes A., Smith K., Dysthe O., Ludvigsen K. Formative assessment and feedback: making learning visible. Studies in Educational Evaluation 2012, 38:21-27. 10.1016/j.stueduc.2012.04.001.
29. Heywood J. Assessment in higher education 2000, Jessica Kingsley, London.
30. Higgins R., Hartley P., Skelton A. Getting the message across: the problem of communicating assessment feedback. Teaching in Higher Education 2001, 6:269-274. 10.1080/13562510120045230.
31. Hounsell D. Student feedback, learning and development. Higher education and the lifecourse 2003, 67-78. SRHE and Open University Press, Buckingham. M. Slowey, D. Watson (Eds.).
32. Hounsell D., McCune V., Hounsell J., Litjens J. The quality of guidance and feedback to students. Higher Education Research & Development 2008, 27:55-67. 10.1080/07294360701658765.
33. Huba M.E., Freed J. Learner-centered assessment on college campuses: shifting the focus from teaching to learning 2000, Allyn and Bacon, Boston, MA.
34. Jessop T., Maleckar B. The influence of disciplinary assessment patterns on student learning: a comparative study. Studies in Higher Education 2014, 10.1080/03075079.2014.943170.
35. King P.E., Schrodt P., Weisel J. The instructional feedback orientation scale: conceptualizing and validating a new measure for assessing perceptions of instructional feedback. Communication Education 2009, 58:235-261. 10.1080/03634520802515705.
36. Kluger A.N., DeNisi A. The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin 1996, 119:254-284. 10.1037/0033-2909.119.2.254.
37. Knight P., Yorke M. Assessment, learning and employability 2003, SRHE, Open University Press, Maidenhead, UK.
38. Lea M.R., Stierer B.V. Student writing and staff feedback in higher education: an academic literacies approach. Students writing in higher education: new contexts 2000, 1-15. The Society for Research into Higher Education and Open University, Buckingham. M. Lea, B. Stierer (Eds.).
39. Li J., De Luca R. Review of assessment feedback. Studies in Higher Education 2014, 39:378-393. 10.1080/03075079.2012.709494.
40. Lizzio A., Wilson K. Feedback on assessment: students' perceptions of quality and effectiveness. Assessment & Evaluation in Higher Education 2008, 33:263-275. 10.1080/02602930701292548.
41. Menino H., Santos L. Instrumentos de avaliação das aprendizagens em matemática. o uso do relatório escrito, do teste em duas fases e do portefólio no 2 (ciclo do ensino básico). Actas do XV SIEM (Seminário de Investigação em Educação Matemática) 2004, 271-291.
42. Myers C., Myers S. The use of learner-centered assessment practices in the United States: the influence of individual and institutional contexts. Studies in Higher Education 2014, 10.1080/03075079.2014.914164.
43. Nicol D., Macfarlane-Dick D. Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education 2006, 31:199-218. 10.1080/03075070600572090.
44. Nicol D., Thomson A., Breslin C. Rethinking feedback practices in higher education: a peer review perspective. Assessment & Evaluation in Higher Education 2014, 39:102-122. 10.1080/02602938.2013.795518.
45. O'Donovan B., Price M., Rust C. The student experience of criterion-referenced assessment. Innovations in Education and Teaching International 2001, 38:74-85. 10.1080/147032901300002873.
46. Orrell J. Feedback on learning achievement: rhetoric and reality. Teaching in Higher Education 2006, 11:441-456. 10.1080/13562510600874235.
47. Orsmond P., Maw S., Park J., Gomez S., Crook A. Moving feedback forward: theory to practice. Assessment & Evaluation in Higher Education 2013, 38:240-252. [0.1080/02602938.2011.625472].
48. Orsmond P., Merry S., Reiling K. Biology students' utilization of tutors' formative feedback: a qualitative interview study. Assessment & Evaluation in Higher Education 2005, 30:369-386. 10.1080/02602930500099177.
49. Pereira D., Flores M., Niklasson L. Assessment revisited: a review of research in assessment and evaluation in higher education. Assessment & Evaluation in Higher Education 2015, 10.1080/02602938.2015.1055233.
50. Perera J., Lee N., Win K., Perera J., Wijesuriya L. Formative feedback to students: the mismatch between faculty perceptions and student expectations. Medical Teacher 2008, 30:395-399. 10.1080/01421590801949966.
51. Poulos A., Mahony M.J. Effectiveness of feedback: the students' perspective. Assessment & Evaluation in Higher Education 2008, 33:143-154. 10.1080/02602930601127869.
52. Price M., Carroll J., ÓDonovan B., Rust C. If I was going there I wouldn't start from here: a critical commentary on current assessment practice. Assessment & Evaluation in Higher Education 2011, 36:479-492. 10.1080/02602930903512883.
53. Price M., Handley K., Millar J., O'Donovan B. Feedback: all that effort, but what is the effect?. Assessment & Evaluation in Higher Education 2010, 35:277-289. 10.1080/02602930903541007.
54. Price M., Handley K., O'Donovan B. Feedback-all that effort but what is the effect?. Paper presented at the EARLI/Northumbria assessment conference 2008.
55. Quality Assurance Agency for Higher Education Enhancing practice 2007, http://www.enhancementthemes.ac.uk/docs/publications/guide-no-4?-managing-assessment-practices-and-procedures.pdf?sfvrsn=18.
56. Ramsden P. Learning to teach in higher education 2003, RoutledgeFalmer, London.
57. Robinson S., Pope D., Holyoak L. Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students. Assessment & Evaluation in Higher Education 2013, 38:260-272. 10.1080/02602938.2011.629291.
58. Ruiz- Primo M.A. Informal formative assessment: the role of instructional dialogues in assessing students' learning. Studies in Educational Evaluation 2011, 37:15-24. 10.1016/j.stueduc.2011.04.003.
59. Rust C., O'Donovan B., Price M. A social constructivist assessment process model: how the research literature shows us this could be best practice. Assessment & Evaluation in Higher Education 2005, 30:231-240. 10.1080/02602930500063819.
60. Sambell K., McDowell L. The construction of the hidden curriculum: messages and meanings in the assessment of student learning. Assessment & Evaluation in Higher Education 1998, 23:391-402. 10.1080/0260293980230406.
61. Sambell K., McDowell L., Brown S. 'But is fair?': an exploratory study of student perceptions of the consequential validity of assessment. Studies in Educational Evaluation 1997, 23:349-371. 10.1016/S0191-491X(97)86215-3.
62. Santos J. História da Avaliação: do exame a avaliação diagnóstica 2008, Universidade Federal de Uberlândia, Uberlândia.
63. Scaife J., Wellington J. Varying perspectives and practices in formative and diagnostic assessment: a case study. Journal of Education for Teaching 2010, 36:137-151. 10.1080/02607471003651656.
64. Segers M., Dochy F. New assessment forms in problem-based learning: the value added of the students' perspective. Studies in Higher Education 2001, 26:327-343. 10.1080/03075070120076291.
65. Shute V.J. Focus on formative feedback. Review of Educational Research 2008, 78:153-189. 10.3102/0034654307313795.
66. Slater T. Portfolio Assessment strategies for grading first-year university physics students in USA. Physics Education 1996, 31:329-333. 10.1088/0031-9120/31/5/024.
67. Small F., Attreeb K. Undergraduate student responses to feedback: expectations and experiences. Studies in Higher Education 2015, 10.1080/03075079.2015.1007944.
68. Struyven K., Dochy F., Janssens S. Studentś perceptions about evaluation and assessment in higher education: a review. Assessment & Evaluation in Higher Education 2005, 30:325-341. 10.1080/02602930500099102.
69. Tunstall P., Gipps C. Teacher feedback to young children in formative assessment. British Educational Research Journal 1996, 22:389-404. 10.1080/0141192960220402.
70. Weaver M.R. Do students value feedback? Student perceptions of tutors' written responses. Assessment & Evaluation in Higher Education 2006, 31:379-394. 10.1080/02602930500353061.
71. Webber K. The use of learner-Centered assessment in US colleges and universities. Research in Higher Education 2012, 53:201-228. 10.1007/s11162-011-9245-0.
72. Weurlander M., Söderberg M., Scheja M., Hult H., Wernerson A. Exploring formative assessment as a tool for learning: students' experiences of different methods of formative assessment. Assessment & Evaluation in Higher Education 2012, 37:747-760. 10.1080/02602938.2011.572153.
73. Wiliam D. What is assessment for learning?. Studies in Educational Evaluation 2011, 37:3-14. 10.1016/j.stueduc.2011.03.001.
74. Yorke M. Increasing the chances of student success. Improving student learning 12: diversity and inclusivity 2005, 35-52. Oxford Centre for Staff and Learning Development, Oxford. C. Rust (Ed.).
75. Zimmerman B. Self-Efficacy: an essential motive to learn. Contemporary Educational Psychology 2000, 25:82-91. 10.1006/ceps.1999.1016.
76. Zimmerman B. Becoming a self-Regulated learner: an overview. Theory into Practice 2002, 41:64-70. 10.1207/s15430421tip4102_2.