Facilitating Students’ Active Engagement with Feedback

The Cambridge Handbook of Instructional Feedback

Volumn , Issue , 2018, Pages 531-553

  Jonsson, Anders ^a   Panadero, Ernesto ^b  

^a KRISTIANSTAD UNIVERSITY   (Sweden)

^b UNIVERSIDAD AUTÓNOMA DE MADRID   (Spain)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85138850491     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1017/9781316832134.026     Document Type: Chapter

References (67)

1. Al-Barakat, A., and Al-Hassan, O. (2009). Peer assessment as a learning tool for enhancing student teachers’ preparation. Asia-Pacific Journal of Teacher Education, 37, 399-413.
2. Altahawi, F., Sisk, B., Poloskey, S., Hicks, C., and Dannefer, E. F. (2012). Student perspectives on assessment: Experience in a competency-based portfolio system. Medical Teacher, 34, 221-225.
3. Ashwell, T. (2000). Patterns of teacher response to student writing in a multi-draft composition classroom: Is content feedback followed by form feedback the best method? Journal of Second Language Writing, 9, 227-257.
4. Baadte, C., and Schnotz, W. (2014). Feedback effects on performance, motivation and mood: Are they moderated by the learner’s self-concept? Scandinavian Journal of Educational Research, 58, 570-591.
5. Bailey, R., and Garner, M. (2010). Is the feedback in higher education assessment worth the paper it is written on? Teachers’ reflections on their practices. Teaching in Higher Education, 15, 187-198.
6. Bevan, R., Badge, J., Cann, A., Wilmott, C., and Scott, J. (2008). Seeing eye-to-eye? Staff and student views on feedback. Bioscience Education Electronic Journal, 12.
7. Bing-You, R. G., Paterson, J., and Levine, M. A. (1997). Feedback falling on deaf ears: Residents’ receptivity to feedback tempered by sender credibility. Medical Teacher, 19, 40-44.
8. Bounds, R., Bush, C., Aghera, A., Rodriguez, N., Stansfield, R. B., and Santeen, S. A. (2013). Emergency medicine residents’ self-assessments play a critical role when receiving feedback. Academic Emergency Medicine, 20, 1055-1061.
9. Brown, E., and Glover, C. (2006). Evaluating written feedback. In C. Bryan and K. Clegg (Eds.), Innovative assessment in higher education (pp. 81-91). London: Routledge.
10. Brown, J. (2007). Feedback: The student perspective. Research in Post-Compulsory Education, 12, 33-51.
11. Burke, D., and Pieterick, J. (2010). Giving students effective written feedback. Berkshire, UK: Open University Press.
12. Carless, D., Salter, D., Yang, M., and Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36, 395-407.
13. Cartney, P. (2010). Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used. Assessment and Evaluation in Higher Education, 35, 551-564.
14. Case, S. (2007). Reconfiguring and realigning the assessment feedback processes for an undergraduate criminology degree. Assessment and Evaluation in Higher Education, 32, 285-299.
15. Dessner, L. E. (1991). English as a second language college writers’ revision responses to teacher-written comments. Doctoral dissertation, University of Pennsylvania.
16. Dohrer, G. (1991). Do teachers’ comments on students’ papers help? College Teaching, 39(2), 48-51.
17. Drew, S. (2001). Student perceptions of what helps them learn and develop in higher education. Teaching in Higher Education, 6, 309-331.
18. Ferguson, P. (2011). Student perceptions of quality feedback in teacher education. Assessment and Evaluation in Higher Education, 36, 51-62.
19. Ferris, D. (1997). The influence of teacher commentary on student revision. TESOL Quarterly, 31, 315-339.
20. Furnborough, C., and Truman, M. (2009). Adult beginner distance language learner perceptions and use of assignment feedback. Distance Education, 30, 399-418.
21. Handley, K., Price, M., and Millar, J. (2011). Beyond “doing time”: Investigating the concept of student engagement with feedback. Oxford Review of Education, 37, 543-560.
22. Hattie, J., and Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81-112.
23. Higgins, R., Hartley, P., and Skelton, A. (2002). The conscientious consumer: Reconsidering the role of assessment feedback in student learning. Studies in Higher Education, 27, 53-64.
24. Holmes, K., and Papageorgiou, G. (2009). Good, bad and insufficient: Students’ expectations, perceptions and uses of feedback. Journal of Hospitality Leisure Sport and Tourism Education, 8, 85-96.
25. Huang, S. (2000). A quantitative analysis of audiotaped and written feedback produced for students’ writing and students’ perceptions of the two feedback methods. Tunghai Journal, 41, 199-232.
26. Huxham, M. (2007). Fast and effective feedback: Are model answers the answer? Assessment and Evaluation in Higher Education, 32, 601-611.
27. Hyland, F. (1998). The impact of teacher written feedback on individual writers. Journal of Second Language Writing, 7, 255-286.
28. Hyland, F. (2001). Providing effective support: Investigating feedback to distance language learners. Open Learning, 16, 233-247.
29. Ice, P., Curtis, R., Phillips, P., and Wells, J. (2007). Using asynchronous audio feedback to enhance teaching presence and students sense of community. Journal of Asynchronous Learning Networks, 11(2), 3-25.
30. Jonsson, A. (2013). Facilitating productive use of feedback in higher education. Active Learning in Higher Education, 14, 63-76.
31. Kahu, E., Stephens, C., Leach, L., and Zepke, N. (2015). Linking academic emotions and student engagement: Mature-aged distance students’ transition to university. Journal of Further and Higher Education, 39, 481-497.
32. Kirschner, P. A., Van den Brink, H., and Meester, M. (1991). Audiotape feedback for essays in distance education. Innovative Higher Education, 15, 185-195.
33. Lipnevich, A. A., and Smith, J. K. (2009a). The effects of differential feedback on student examination performance. Journal of Experimental Psychology: Applied, 15, 319-333.
34. Lipnevich, A. A., Berg, D. A. G., and Smith, J. K. (2016). Toward a model of student response to feedback. In G. T. L. Brown and L. R. Harris (Eds.), Human factors and social conditions of assessment (pp. 169-185). New York: Routledge.
35. Lipnevich, A. A., and Smith, J. K. (2009b). “I really need feedback to learn”: Students’ perspectives on the effectiveness of the differential feedback messages. Educational Assessment, Evaluation and Accountability, 21, 347-367.
36. Lunt, T., and Curran, J. (2010). “Are you listening please?" The advantages of electronic audio feedback compared to written feedback. Assessment and Evaluation in Higher Education, 35, 759-769.
37. MacDonald, R. B. (1991). Developmental students’ processing of teacher feedback in composition instruction. Review of Research in Developmental Education, 8(5), 1-5.
38. MacLellan, E. (2001). Assessment for learning: The differing perceptions of tutors and students. Assessment and Evaluation in Higher Education, 26, 307-318.
39. Martens, R., and Dochy, F. (1997). Assessment and feedback as student support devices. Studies in Educational Evaluation, 23, 257-273.
40. McDowell, L. (2008). Students’ experiences of feedback on academic assignments in higher education: Implications for practice. In A. Havnes and L. McDowell (Eds.), Balancing dilemmas in assessment and learning in contemporary education (pp. 237-249). New York: Routledge.
41. Orsmond, P., and Merry, S. (2011). Feedback alignment: Effective and ineffective links between tutors’ and students’ understanding of coursework feedback. Assessment and Evaluation in Higher Education, 36, 125-136.
42. Orsmond, P., Merry, S., and Reiling, K. (2005). Biology students’ utilization of tutors’ formative feedback: A qualitative interview study. Assessment and Evaluation in Higher Education, 30, 369-386.
43. Panadero, E. (2016). Is it safe? Social, interpersonal, and human effects of peer assessment: A review and future directions. In G. T. L. Brown and L. R. Harris (Eds.), Human factors and social conditions of assessment (pp. 247-266). New York: Routledge.
44. Panadero, E., Jonsson, A., and Strijbos, J. W. (2016). Scaffolding self-regulated learning through self-assessment and peer assessment: Guidelines for classroom implementation. In D. Laveault and L. Allal (Eds.), Assessment for learning: Meeting the challenge of implementation (pp. 311-326). Boston: Springer.
45. Paulus, T. (1999). The effect of peer and teacher feedback on student writing. Journal of Second Language Writing, 8, 265-289.
46. Pearce, C. G., and Ackley, R. J. (1995). Audiotaped feedback in business writing: An exploratory study. Business Communication Quarterly, 58(4), 31-34.
47. Pitt, E., and Norton, L. (2016). “Now that’s the feedback I want!" Students’ reactions to feedback on graded work and what they do with it. Assessment and Evaluation in Higher Education, 42, 499-516.
48. Pokorny, H., and Pickford, P. (2010). Complexity, cues and relationships: Student perceptions of feedback. Active Learning in Higher Education, 11, 21-30.
49. Porte, G. (1996). When writing fails: How academic context and past learning experiences shape revision. System, 24, 107-116.
50. Price, M., Rust, C., O’Donovan, B., Handley, K., and Bryant, R. (2012). Assessment literacy: The foundation for improving student learning. Oxford: Oxford Centre for Staff and Learning Development.
51. Schroth, M. L. (1992). The effects of delay of feedback on a delayed concept formation transfer task. Contemporary Educational Psychology, 17(4), 78-82.
52. Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78, 153-189.
53. Sinclair, H. K., and Cleland, J. A. (2007). Undergraduate medical students: Who seeks formative feedback? Medical Education, 41, 580-582.
54. Smith, J. K., Berg, D., Kendall-Smith, M., and Lipnevich, A. A. (2013). Response to feedback: How we perceive what we receive. Paper presented at the annual meeting of the New Zealand Association for Research in Education, Dunedin, New Zealand.
55. Taras, M. (2006). Do unto others or not: Equity in feedback for undergraduates. Assessment and Evaluation in Higher Education, 31, 365-377.
56. Treglia, M. O. (2009). Teacher-written commentary in college writing composition: How does it impact student revisions? Composition Studies, 37, 67-86.
57. Vardi, I. (2009). The relationship between feedback and change in tertiary student writing in the disciplines. International Journal of Teaching and Learning in Higher Education, 20, 350-361.
58. Walker, M. (2009). An investigation into written comments on assignments: Do students find them usable? Assessment and Evaluation in Higher Education, 34, 67-78.
59. Whitington, V., Glover, A., and Harley, F. (2004). Preservice early childhood students’ perceptions of written feedback on their essays. Early Child Development and Care, 174, 321-337.
60. Wiggins, G. (1998). Educative assessment. San Francisco, CA: Jossey-Bass.
61. Williams, J. (2004). Tutoring and revision: Second language writers in the writing center. Journal of Second Language Writing, 13, 173-201.
62. Williams, J., and Kane, D. (2009). Assessment and feedback: Institutional experiences of student feedback, 1996 to 2007. Higher Education Quarterly, 63, 264-286.
63. Wingate, U. (2010). The impact of formative feedback on the development of academic writing. Assessment and Evaluation in Higher Education, 35, 519-533.
64. Winstone, N. E., Nash, R. A., Parker, M., and Rowntree, J. (2016). Supporting learners’ agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52, 17-37.
65. Yang, M., and Carless, D. (2013). The feedback triangle and the enhancement of dialogic feedback processes. Teaching in Higher Education, 18, 285-297.
66. Zhao, H. (2010). Investigating learners’ use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom. Assessing Writing, 15, 3-17.
67. Zimbardi, K., Colthorpe, K., Dekker, A., Engstrom, C., Bugarcic, A., Worthy, P., Victor, R., Chunduri, P., Lluka, L., and Long, P. (2016). Are they using my feedback? The extent of students’ feedback use has a large impact on subsequent academic performance. Assessment and Evaluation in Higher Education, 42, 625-644.