-
1
-
-
85165822795
-
-
Papers included review), (*Papers included review
-
(*Papers included in review).
-
-
-
-
2
-
-
85084682125
-
Would you like to learn more? Retrieval practice plus feedback can increase motivation to keep on studying
-
Abel, M., & Bäuml, K. H. T. (2020). Would you like to learn more? Retrieval practice plus feedback can increase motivation to keep on studying. Cognition, 201, 104316. https://doi.org/10.1016/j.cognition.2020.104316
-
(2020)
Cognition
, vol.201
, pp. 104316
-
-
Abel, M.1
Bäuml, K.H.T.2
-
3
-
-
85132954247
-
What influences students’ peer-feedback uptake? Relations between error tolerance, feedback tolerance, writing self-efficacy, perceived language skills and peer-feedback processing
-
Aben, J. E., Timmermans, A. C., Dingyloudi, F., Lara, M. M., & Strijbos, J. W. (2022). What influences students’ peer-feedback uptake? Relations between error tolerance, feedback tolerance, writing self-efficacy, perceived language skills and peer-feedback processing. Learning and Individual Differences, 97, 102175. https://doi.org/10.1016/j.lindif.2022.102175
-
(2022)
Learning and Individual Differences
, vol.97
, pp. 102175
-
-
Aben, J.E.1
Timmermans, A.C.2
Dingyloudi, F.3
Lara, M.M.4
Strijbos, J.W.5
-
4
-
-
84895134965
-
Students’ and teachers’ views of written feedback at undergraduate level: A literature review
-
* Agius, N. M., & Wilkinson, A. (2014). Students’ and teachers’ views of written feedback at undergraduate level: A literature review. Nurse Education Today, 34 (4), 552–559. https://doi.org/10.1016/j.nedt.2013.07.005
-
(2014)
Nurse Education Today
, vol.34
, Issue.4
, pp. 552-559
-
-
Agius, N.M.1
Wilkinson, A.2
-
5
-
-
85028542358
-
Agile learning strategies for sustainable careers: A review and integrated model of feedback-seeking behavior and reflection
-
* Anseel, F. (2017). Agile learning strategies for sustainable careers: A review and integrated model of feedback-seeking behavior and reflection. Current Opinion in Environmental Sustainability, 28, 51–57. https://doi.org/10.1016/j.cosust.2017.07.001
-
(2017)
Current Opinion in Environmental Sustainability
, vol.28
, pp. 51-57
-
-
Anseel, F.1
-
6
-
-
85011878067
-
Feedback for learners in medical education: what is known? A scoping review
-
* Bing-You, R., Hayes, V., Varaklis, K., Trowbridge, R., Kemp, H., & McKelvy, D. (2017). Feedback for learners in medical education: what is known? A scoping review. Academic Medicine: journal of the Association of American Medical Colleges, 92 (9), 1346–1354. https://doi.org/10.1097/ACM.0000000000001578
-
(2017)
Academic Medicine: journal of the Association of American Medical Colleges
, vol.92
, Issue.9
, pp. 1346-1354
-
-
Bing-You, R.1
Hayes, V.2
Varaklis, K.3
Trowbridge, R.4
Kemp, H.5
McKelvy, D.6
-
7
-
-
0029269006
-
A contrarian view of the five-factor approach to personality description
-
Block, J. (1995). A contrarian view of the five-factor approach to personality description. Psychological Bulletin, 117 (2), 187–215. https://doi.org/10.1037/0033-2909.117.2.187
-
(1995)
Psychological Bulletin
, vol.117
, Issue.2
, pp. 187-215
-
-
Block, J.1
-
8
-
-
85159637682
-
In defence of psychometric measurement: A systematic review of contemporary self-report feedback inventories
-
Brown, G. T., & Zhao, A. (2023). In defence of psychometric measurement: A systematic review of contemporary self-report feedback inventories. Educational Psychologist, 1–15. https://doi.org/10.1080/00461520.2023.2208670
-
(2023)
Educational Psychologist
, pp. 1-15
-
-
Brown, G.T.1
Zhao, A.2
-
9
-
-
85046462404
-
The development of student feedback literacy: enabling uptake of feedback
-
&, (,).,., (,)., https://.org/10.1080/02602938.2018.1463354
-
Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43 (8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354
-
(2018)
Assessment & Evaluation in Higher Education
, vol.43
, Issue.8
, pp. 1315-1325
-
-
Carless, D.1
Boud, D.2
-
10
-
-
84873581784
-
Understanding and encouraging feedback‐seeking behaviour: A literature review
-
* Crommelinck, M., & Anseel, F. (2013). Understanding and encouraging feedback‐seeking behaviour: A literature review. Medical Education, 47 (3), 232–241. https://doi.org/10.1111/medu.12075
-
(2013)
Medical Education
, vol.47
, Issue.3
, pp. 232-241
-
-
Crommelinck, M.1
Anseel, F.2
-
11
-
-
84975295330
-
Posterlet: A game-based assessment of children’s choices to seek feedback and to revise
-
Cutumisu, M., Blair, K. P., Chin, D. B., & Schwartz, D. L. (2015). Posterlet: A game-based assessment of children’s choices to seek feedback and to revise. Journal of Learning Analytics, 2 (1), 49–71. https://doi.org/10.18608/jla.2015.21.4
-
(2015)
Journal of Learning Analytics
, vol.2
, Issue.1
, pp. 49-71
-
-
Cutumisu, M.1
Blair, K.P.2
Chin, D.B.3
Schwartz, D.L.4
-
12
-
-
85029559423
-
The impact of critical feedback choice on students’ revision, performance, learning, and memory
-
Cutumisu, M., & Schwartz, D. L. (2018). The impact of critical feedback choice on students’ revision, performance, learning, and memory. Computers in Human Behavior, 78, 351–367. https://doi.org/10.1016/j.chb.2017.06.029
-
(2018)
Computers in Human Behavior
, vol.78
, pp. 351-367
-
-
Cutumisu, M.1
Schwartz, D.L.2
-
13
-
-
85099351410
-
Feedback credibility in healthcare education: A systematic review and synthesis
-
* Dai, C. M., Bertram, K., & Chahine, S. (2021). Feedback credibility in healthcare education: A systematic review and synthesis. Medical Science Educator, 31 (2), 923–933. https://doi.org/10.1007/s40670-020-01167-w
-
(2021)
Medical Science Educator
, vol.31
, Issue.2
, pp. 923-933
-
-
Dai, C.M.1
Bertram, K.2
Chahine, S.3
-
14
-
-
85046102609
-
What makes for effective feedback: Staff and student perspectives
-
Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Ryan, T., Boud, D., & Molloy, E. (2019). What makes for effective feedback: Staff and student perspectives. Assessment & Evaluation in Higher Education, 44 (1), 25–36. https://doi.org/10.1080/02602938.2018.1467877
-
(2019)
Assessment & Evaluation in Higher Education
, vol.44
, Issue.1
, pp. 25-36
-
-
Dawson, P.1
Henderson, M.2
Mahoney, P.3
Phillips, M.4
Ryan, T.5
Boud, D.6
Molloy, E.7
-
15
-
-
85007553957
-
A brief review of literature on immediate feedback studies in CALL
-
* Devi, A., & Revathi, K. (2016). A brief review of literature on immediate feedback studies in CALL. Rupkatha Journal on Interdisciplinary Studies in Humanities, 8 (3), 262–268. https://doi.org/10.21659/rupkatha.v8n3.27
-
(2016)
Rupkatha Journal on Interdisciplinary Studies in Humanities
, vol.8
, Issue.3
, pp. 262-268
-
-
Devi, A.1
Revathi, K.2
-
16
-
-
85013018578
-
A systematic review of the literature linking neural correlates of feedback processing to learning
-
* Dion, J. S., & Restrepo, G. (2016). A systematic review of the literature linking neural correlates of feedback processing to learning. Zeitschrift für Psychologie, 224 (4), 247–256. https://doi.org/10.1027/2151-2604/a000260
-
(2016)
Zeitschrift für Psychologie
, vol.224
, Issue.4
, pp. 247-256
-
-
Dion, J.S.1
Restrepo, G.2
-
17
-
-
84874568537
-
Making sense of assessment feedback in higher education
-
* Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83 (1), 70–120. https://doi.org/10.3102/0034654312474350
-
(2013)
Review of Educational Research
, vol.83
, Issue.1
, pp. 70-120
-
-
Evans, C.1
-
18
-
-
84899901698
-
Factors influencing the effectiveness of multisource feedback in improving the professional practice of medical doctors: A systematic review
-
* Ferguson, J., Wakeling, J., & Bowie, P. (2014). Factors influencing the effectiveness of multisource feedback in improving the professional practice of medical doctors: A systematic review. BMC Medical Education, 14 (1), 1–12. https://doi.org/10.1186/1472-6920-14-76
-
(2014)
BMC Medical Education
, vol.14
, Issue.1
, pp. 1-12
-
-
Ferguson, J.1
Wakeling, J.2
Bowie, P.3
-
19
-
-
84861743372
-
Tell me what I did wrong: Experts seek and respond to negative feedback
-
Finkelstein, S. R., & Fishbach, A. (2012). Tell me what I did wrong: Experts seek and respond to negative feedback. Journal of Consumer Research, 39 (1), 22–38. https://doi.org/10.1086/661934
-
(2012)
Journal of Consumer Research
, vol.39
, Issue.1
, pp. 22-38
-
-
Finkelstein, S.R.1
Fishbach, A.2
-
20
-
-
85051843958
-
A meta-analysis of negative feedback on intrinsic motivation
-
* Fong, C. J., Patall, E. A., Vasquez, A. C., & Stautberg, S. (2019). A meta-analysis of negative feedback on intrinsic motivation. Educational Psychology Review, 31 (1), 121–162. https://doi.org/10.1007/s10648-018-9446-6
-
(2019)
Educational Psychology Review
, vol.31
, Issue.1
, pp. 121-162
-
-
Fong, C.J.1
Patall, E.A.2
Vasquez, A.C.3
Stautberg, S.4
-
21
-
-
85145507931
-
“Feedback to the future”: Advancing motivational and emotional perspectives in feedback research
-
Fong, C. J., & Schallert, D. L. (2023). “Feedback to the future”: Advancing motivational and emotional perspectives in feedback research. Educational Psychologist, 1–16. https://doi.org/10.1080/00461520.2022.2134135
-
(2023)
Educational Psychologist
, pp. 1-16
-
-
Fong, C.J.1
Schallert, D.L.2
-
22
-
-
79952193711
-
Video feedback in education and training: Putting learning in the picture
-
* Fukkink, R. G., Trienekens, N., & Kramer, L. J. (2011). Video feedback in education and training: Putting learning in the picture. Educational Psychology Review, 23 (1), 45–63. https://doi.org/10.1007/s10648-010-9144-5
-
(2011)
Educational Psychology Review
, vol.23
, Issue.1
, pp. 45-63
-
-
Fukkink, R.G.1
Trienekens, N.2
Kramer, L.J.3
-
23
-
-
85137842898
-
A developmental perspective on feedback: How corrective feedback influences children’s literacy, mathematics, and problem solving
-
Fyfe, E. R., Borriello, G. A., & Merrick, M. (2023). A developmental perspective on feedback: How corrective feedback influences children’s literacy, mathematics, and problem solving. Educational Psychologist, 1–16. https://doi.org/10.1080/00461520.2022.2108426
-
(2023)
Educational Psychologist
, pp. 1-16
-
-
Fyfe, E.R.1
Borriello, G.A.2
Merrick, M.3
-
24
-
-
85027063387
-
Feedback influences children’s reasoning about math equivalence: A meta-analytic review
-
* Fyfe, E. R., & Brown, S. A. (2018). Feedback influences children’s reasoning about math equivalence: A meta-analytic review. Thinking & Reasoning, 24 (2), 157–178. https://doi.org/10.1080/13546783.2017.1359208
-
(2018)
Thinking & Reasoning
, vol.24
, Issue.2
, pp. 157-178
-
-
Fyfe, E.R.1
Brown, S.A.2
-
25
-
-
84861182292
-
Feedback, a powerful lever in teams: A review
-
* Gabelica, C., Van den Bossche, P., Segers, M., & Gijselaers, W. (2012). Feedback, a powerful lever in teams: A review. Educational Research Review, 7 (2), 123–144. https://doi.org/10.1016/j.edurev.2011.11.003
-
(2012)
Educational Research Review
, vol.7
, Issue.2
, pp. 123-144
-
-
Gabelica, C.1
Van den Bossche, P.2
Segers, M.3
Gijselaers, W.4
-
26
-
-
85053937879
-
The alignment of written peer feedback with draft problems and its impact on revision in peer assessment
-
Gao, Y., Schunn, C. D. D., & Yu, Q. (2019). The alignment of written peer feedback with draft problems and its impact on revision in peer assessment. Assessment & Evaluation in Higher Education, 44 (2), 294–308. https://doi.org/10.1080/02602938.2018.1499075
-
(2019)
Assessment & Evaluation in Higher Education
, vol.44
, Issue.2
, pp. 294-308
-
-
Gao, Y.1
Schunn, C.D.D.2
Yu, Q.3
-
27
-
-
85104052617
-
From old school to open science: The implications of new research norms for educational psychology and beyond
-
Gehlbach, H., & Robinson, C. D. (2021). From old school to open science: The implications of new research norms for educational psychology and beyond. Educational Psychologist, 56 (2), 79–89. https://doi.org/10.1080/00461520.2021.1898961
-
(2021)
Educational Psychologist
, vol.56
, Issue.2
, pp. 79-89
-
-
Gehlbach, H.1
Robinson, C.D.2
-
28
-
-
53849090256
-
Do we listen to advice just because we paid for it? The impact of advice cost on its use
-
Gino, F. (2008). Do we listen to advice just because we paid for it? The impact of advice cost on its use. Organizational Behavior and Human Decision Processes, 107 (2), 234–245. https://doi.org/10.1016/j.obhdp.2008.03.001
-
(2008)
Organizational Behavior and Human Decision Processes
, vol.107
, Issue.2
, pp. 234-245
-
-
Gino, F.1
-
29
-
-
0000901038
-
Implementation intentions: Strong effects of simple plans
-
Gollwitzer, P. M. (1999). Implementation intentions: Strong effects of simple plans. American Psychologist, 54 (7), 493–503. https://doi.org/10.1037/0003-066X.54.7.493
-
(1999)
American Psychologist
, vol.54
, Issue.7
, pp. 493-503
-
-
Gollwitzer, P.M.1
-
30
-
-
85083765256
-
Use of quasi-experimental research designs in education research: Growth, promise, and challenges
-
Gopalan, M., Rosinger, K., & Ahn, J. B. (2020). Use of quasi-experimental research designs in education research: Growth, promise, and challenges. Review of Research in Education, 44 (1), 218–243. https://doi.org/10.3102/0091732X20903302
-
(2020)
Review of Research in Education
, vol.44
, Issue.1
, pp. 218-243
-
-
Gopalan, M.1
Rosinger, K.2
Ahn, J.B.3
-
31
-
-
85077873640
-
Weak memory for future-oriented feedback: Investigating the roles of attention and improvement focus
-
Gregory, S. E., Winstone, N. E., Ridout, N., & Nash, R. A. (2020). Weak memory for future-oriented feedback: Investigating the roles of attention and improvement focus. Memory (Hove, England), 28 (2), 216–236. https://doi.org/10.1080/09658211.2019.1709507
-
(2020)
Memory (Hove, England)
, vol.28
, Issue.2
, pp. 216-236
-
-
Gregory, S.E.1
Winstone, N.E.2
Ridout, N.3
Nash, R.A.4
-
32
-
-
85145505243
-
The model of threat-infused intergroup feedback: Why, when, and how feedback to ethnic minority learners is positively biased
-
Harber, K. D. (2023). The model of threat-infused intergroup feedback: Why, when, and how feedback to ethnic minority learners is positively biased. Educational Psychologist, 1–16. https://doi.org/10.1080/00461520.2023.2170377
-
(2023)
Educational Psychologist
, pp. 1-16
-
-
Harber, K.D.1
-
33
-
-
84899021206
-
Feedback for simulation-based procedural skills training: A meta-analysis and critical narrative synthesis
-
* Hatala, R., Cook, D. A., Zendejas, B., Hamstra, S. J., & Brydges, R. (2014). Feedback for simulation-based procedural skills training: A meta-analysis and critical narrative synthesis. Advances in Health Sciences Education: Theory and Practice, 19 (2), 251–272. https://doi.org/10.1007/s10459-013-9462-8
-
(2014)
Advances in Health Sciences Education: Theory and Practice
, vol.19
, Issue.2
, pp. 251-272
-
-
Hatala, R.1
Cook, D.A.2
Zendejas, B.3
Hamstra, S.J.4
Brydges, R.5
-
34
-
-
85108314519
-
Feedback that leads to improvement in student essays: Testing the hypothesis that “where to next” feedback is most powerful
-
Hattie, J., Crivelli, J., Van Gompel, K., West-Smith, P., & Wike, K. (2021). Feedback that leads to improvement in student essays: Testing the hypothesis that “where to next” feedback is most powerful. Frontiers in Education, 6, 645758. https://doi.org/10.3389/feduc.2021.645758
-
(2021)
Frontiers in Education
, vol.6
, pp. 645758
-
-
Hattie, J.1
Crivelli, J.2
Van Gompel, K.3
West-Smith, P.4
Wike, K.5
-
35
-
-
33947423406
-
The power of feedback
-
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77 (1), 81–112. https://doi.org/10.3102/003465430298487
-
(2007)
Review of Educational Research
, vol.77
, Issue.1
, pp. 81-112
-
-
Hattie, J.1
Timperley, H.2
-
36
-
-
85081211316
-
Quality of feedback in higher education: A review of literature
-
* Haughney, K., Wakeman, S., & Hart, L. (2020). Quality of feedback in higher education: A review of literature. Education Sciences, 10 (3), 60. https://doi.org/10.3390/educsci10030060
-
(2020)
Education Sciences
, vol.10
, Issue.3
, pp. 60
-
-
Haughney, K.1
Wakeman, S.2
Hart, L.3
-
37
-
-
85058045110
-
Is feedback to medical learners associated with characteristics of improved patient care?
-
* Hayes, V., Bing-You, R., Varaklis, K., Trowbridge, R., Kemp, H., & McKelvy, D. (2017). Is feedback to medical learners associated with characteristics of improved patient care? Perspectives on Medical Education, 6 (5), 319–324. https://doi.org/10.1007/s40037-017-0375-8
-
(2017)
Perspectives on Medical Education
, vol.6
, Issue.5
, pp. 319-324
-
-
Hayes, V.1
Bing-You, R.2
Varaklis, K.3
Trowbridge, R.4
Kemp, H.5
McKelvy, D.6
-
38
-
-
85082396694
-
Identifying feedback that has impact
-
Henderson M., Ajjawi R., Boud D., Molloy E., (eds), Springer, &,. (Eds
-
Henderson, M., Ajjawi, R., Boud, D., & Molloy, E. (2019). Identifying feedback that has impact. In M. Henderson, R. Ajjawi, D. Boud, & E. Molloy (Eds.), The impact of feedback in higher education: Improving assessment outcomes for learners (pp. 15–34). Springer.
-
(2019)
The impact of feedback in higher education: Improving assessment outcomes for learners
, pp. 15-34
-
-
Henderson, M.1
Ajjawi, R.2
Boud, D.3
Molloy, E.4
-
39
-
-
85074010869
-
Conditions that enable effective feedback
-
Henderson, M., Phillips, M., Ryan, T., Boud, D., Dawson, P., Molloy, E., & Mahoney, P. (2019). Conditions that enable effective feedback. Higher Education Research & Development, 38 (7), 1401–1416. https://doi.org/10.1080/07294360.2019.1657807
-
(2019)
Higher Education Research & Development
, vol.38
, Issue.7
, pp. 1401-1416
-
-
Henderson, M.1
Phillips, M.2
Ryan, T.3
Boud, D.4
Dawson, P.5
Molloy, E.6
Mahoney, P.7
-
40
-
-
84958911851
-
Self-enhancing feedback
-
Sutton R., Hornsey M., Douglas K., (eds), Peter Lang, &,. (Eds
-
Hepper, E., & Sedikides, C. (2012). Self-enhancing feedback. In R. Sutton, M. Hornsey, & K. Douglas (Eds.), Feedback: The communication of praise, criticism, and advice (pp. 43–56). Peter Lang.
-
(2012)
Feedback: The communication of praise, criticism, and advice
, pp. 43-56
-
-
Hepper, E.1
Sedikides, C.2
-
41
-
-
81255185788
-
Using technology to encourage student engagement with feedback: A literature review
-
* Hepplestone, S., Holden, G., Irwin, B., Parkin, H. J., & Thorpe, L. (2011). Using technology to encourage student engagement with feedback: A literature review. Research in Learning Technology, 19 (2), 117–127. https://doi.org/10.3402/rlt.v19i2.10347
-
(2011)
Research in Learning Technology
, vol.19
, Issue.2
, pp. 117-127
-
-
Hepplestone, S.1
Holden, G.2
Irwin, B.3
Parkin, H.J.4
Thorpe, L.5
-
42
-
-
84856442662
-
Reducing information avoidance through affirmation
-
Howell, J. L., & Shepperd, J. A. (2012). Reducing information avoidance through affirmation. Psychological Science, 23 (2), 141–145. https://doi.org/10.1177/0956797611424164
-
(2012)
Psychological Science
, vol.23
, Issue.2
, pp. 141-145
-
-
Howell, J.L.1
Shepperd, J.A.2
-
43
-
-
84879420612
-
Behavioral obligation and information avoidance
-
Howell, J. L., & Shepperd, J. A. (2013a). Behavioral obligation and information avoidance. Annals of Behavioral Medicine, 45 (2), 258–263. https://doi.org/10.1007/s12160-012-9451-9
-
(2013)
Annals of Behavioral Medicine
, vol.45
, Issue.2
, pp. 258-263
-
-
Howell, J.L.1
Shepperd, J.A.2
-
44
-
-
84883795023
-
Reducing health-information avoidance through contemplation
-
Howell, J. L., & Shepperd, J. A. (2013b). Reducing health-information avoidance through contemplation. Psychological Science, 24 (9), 1696–1703. https://doi.org/10.1177/0956797613478616
-
(2013)
Psychological Science
, vol.24
, Issue.9
, pp. 1696-1703
-
-
Howell, J.L.1
Shepperd, J.A.2
-
45
-
-
85082495426
-
Effect of face-to-face verbal feedback compared with no or alternative feedback on the objective workplace task performance of health professionals: A systematic review and meta-analysis
-
* Johnson, C. E., Weerasuria, M. P., & Keating, J. L. (2020). Effect of face-to-face verbal feedback compared with no or alternative feedback on the objective workplace task performance of health professionals: A systematic review and meta-analysis. BMJ Open, 10 (3), e030672. https://doi.org/10.1136/bmjopen-2019-030672
-
(2020)
BMJ Open
, vol.10
, Issue.3
, pp. e030672
-
-
Johnson, C.E.1
Weerasuria, M.P.2
Keating, J.L.3
-
46
-
-
85001118944
-
Feedback effectiveness in professional learning contexts
-
* Johnson, M. (2016). Feedback effectiveness in professional learning contexts. Review of Education, 4 (2), 195–229. https://doi.org/10.1002/rev3.3061
-
(2016)
Review of Education
, vol.4
, Issue.2
, pp. 195-229
-
-
Johnson, M.1
-
47
-
-
84874008749
-
Facilitating productive use of feedback in higher education
-
* Jonsson, A. (2013). Facilitating productive use of feedback in higher education. Active Learning in Higher Education, 14 (1), 63–76. https://doi.org/10.1177/1469787412467125
-
(2013)
Active Learning in Higher Education
, vol.14
, Issue.1
, pp. 63-76
-
-
Jonsson, A.1
-
48
-
-
85056213410
-
‘It was all in your voice’-Tertiary student perceptions of alternative feedback modes (audio, video, podcast, and screencast): A qualitative literature review
-
* Killingback, C., Ahmed, O., & Williams, J. (2019). ‘It was all in your voice’-Tertiary student perceptions of alternative feedback modes (audio, video, podcast, and screencast): A qualitative literature review. Nurse Education Today, 72, 32–39. https://doi.org/10.1016/j.nedt.2018.10.012
-
(2019)
Nurse Education Today
, vol.72
, pp. 32-39
-
-
Killingback, C.1
Ahmed, O.2
Williams, J.3
-
49
-
-
84893396860
-
The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory
-
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119 (2), 254–284. https://doi.org/10.1037/0033-2909.119.2.254
-
(1996)
Psychological Bulletin
, vol.119
, Issue.2
, pp. 254-284
-
-
Kluger, A.N.1
DeNisi, A.2
-
50
-
-
84975109085
-
Enacting feedback utilization from a task-specific perspective
-
* Lam, R. (2017). Enacting feedback utilization from a task-specific perspective. The Curriculum Journal, 28 (2), 266–282. https://doi.org/10.1080/09585176.2016.1187185
-
(2017)
The Curriculum Journal
, vol.28
, Issue.2
, pp. 266-282
-
-
Lam, R.1
-
51
-
-
84897749119
-
Review of assessment feedback
-
* Li, J., & De Luca, R. (2014). Review of assessment feedback. Studies in Higher Education, 39 (2), 378–393. https://doi.org/10.1080/03075079.2012.709494
-
(2014)
Studies in Higher Education
, vol.39
, Issue.2
, pp. 378-393
-
-
Li, J.1
De Luca, R.2
-
52
-
-
77954013357
-
The effectiveness of corrective feedback in SLA: A meta‐analysis
-
* Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta‐analysis. Language Learning, 60 (2), 309–365. https://doi.org/10.1111/j.1467-9922.2010.00561.x
-
(2010)
Language Learning
, vol.60
, Issue.2
, pp. 309-365
-
-
Li, S.1
-
53
-
-
77951854972
-
Feedback on assessment: Students’ perceptions of quality and effectiveness
-
Lizzio, A., & Wilson, K. (2008). Feedback on assessment: Students’ perceptions of quality and effectiveness. Assessment & Evaluation in Higher Education, 33 (3), 263–275. https://doi.org/10.1080/02602930701292548
-
(2008)
Assessment & Evaluation in Higher Education
, vol.33
, Issue.3
, pp. 263-275
-
-
Lizzio, A.1
Wilson, K.2
-
54
-
-
84892527506
-
Learning from feedback: The neural mechanisms of feedback processing facilitating better performance
-
* Luft, C. D. B. (2014). Learning from feedback: The neural mechanisms of feedback processing facilitating better performance. Behavioural Brain Research, 261, 356–368. https://doi.org/10.1016/j.bbr.2013.12.043
-
(2014)
Behavioural Brain Research
, vol.261
, pp. 356-368
-
-
Luft, C.D.B.1
-
55
-
-
85128451492
-
Inside the next black box: Examining students’ responses to teacher feedback in a formative assessment context
-
Lui, A. M., & Andrade, H. L. (2022). Inside the next black box: Examining students’ responses to teacher feedback in a formative assessment context. Frontiers in Education, 7, 751549. https://doi.org/10.3389/feduc.2022.751549
-
(2022)
Frontiers in Education
, vol.7
, pp. 751549
-
-
Lui, A.M.1
Andrade, H.L.2
-
56
-
-
84870536873
-
Oral corrective feedback in second language classrooms
-
* Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46 (1), 1–40. https://doi.org/10.1017/S0261444812000365
-
(2013)
Language Teaching
, vol.46
, Issue.1
, pp. 1-40
-
-
Lyster, R.1
Saito, K.2
Sato, M.3
-
57
-
-
85062345164
-
Optimising feedback for early career professionals: A scoping review and new framework
-
* Mattick, K., Brennan, N., Briscoe, S., Papoutsi, C., & Pearson, M. (2019). Optimising feedback for early career professionals: A scoping review and new framework. Medical Education, 53 (4), 355–368. https://doi.org/10.1111/medu.13794
-
(2019)
Medical Education
, vol.53
, Issue.4
, pp. 355-368
-
-
Mattick, K.1
Brennan, N.2
Briscoe, S.3
Papoutsi, C.4
Pearson, M.5
-
58
-
-
85042883267
-
A memory advantage for past-oriented over future-oriented performance feedback
-
Nash, R. A., Winstone, N. E., Gregory, S. E., & Papps, E. (2018). A memory advantage for past-oriented over future-oriented performance feedback. Journal of Experimental Psychology: Learning, Memory, and Cognition, 44 (12), 1864–1879.
-
(2018)
Journal of Experimental Psychology: Learning, Memory, and Cognition
, vol.44
, Issue.12
, pp. 1864-1879
-
-
Nash, R.A.1
Winstone, N.E.2
Gregory, S.E.3
Papps, E.4
-
59
-
-
84977126729
-
Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research
-
* Nassaji, H. (2016). Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research. Language Teaching Research, 20 (4), 535–562. https://doi.org/10.1177/1362168816644940
-
(2016)
Language Teaching Research
, vol.20
, Issue.4
, pp. 535-562
-
-
Nassaji, H.1
-
60
-
-
85126454340
-
How is theory used in assessment and feedback research? A critical review
-
Nieminen, J. H., Bearman, M., & Tai, J. (2023). How is theory used in assessment and feedback research? A critical review. Assessment & Evaluation in Higher Education, 48 (1), 77–94. https://doi.org/10.1080/02602938.2022.2047154
-
(2023)
Assessment & Evaluation in Higher Education
, vol.48
, Issue.1
, pp. 77-94
-
-
Nieminen, J.H.1
Bearman, M.2
Tai, J.3
-
61
-
-
85054533589
-
What attributes guide best practice for effective feedback? A scoping review
-
* Ossenberg, C., Henderson, A., & Mitchell, M. (2019). What attributes guide best practice for effective feedback? A scoping review. Advances in Health Sciences Education: Theory and Practice, 24 (2), 383–401. https://doi.org/10.1007/s10459-018-9854-x
-
(2019)
Advances in Health Sciences Education: Theory and Practice
, vol.24
, Issue.2
, pp. 383-401
-
-
Ossenberg, C.1
Henderson, A.2
Mitchell, M.3
-
62
-
-
85164524932
-
Towards a paradigm shift in feedback research: Five further steps influenced by self-regulated learning theory
-
Panadero, E. (2023). Towards a paradigm shift in feedback research: Five further steps influenced by self-regulated learning theory. Educational Psychologist.
-
(2023)
Educational Psychologist
-
-
Panadero, E.1
-
63
-
-
85121523169
-
A review of feedback models and typologies: Towards an integrative model of feedback elements
-
Panadero, E., & Lipnevich, A. A. (2022). A review of feedback models and typologies: Towards an integrative model of feedback elements. Educational Research Review, 35, 100416. https://doi.org/10.1016/j.edurev.2021.100416
-
(2022)
Educational Research Review
, vol.35
, pp. 100416
-
-
Panadero, E.1
Lipnevich, A.A.2
-
64
-
-
85075052652
-
What are students’ needs and preferences for academic feedback in higher education? A systematic review
-
* Paterson, C., Paterson, N., Jackson, W., & Work, F. (2020). What are students’ needs and preferences for academic feedback in higher education? A systematic review. Nurse Education Today, 85, 104236. https://doi.org/10.1016/j.nedt.2019.104236
-
(2020)
Nurse Education Today
, vol.85
, pp. 104236
-
-
Paterson, C.1
Paterson, N.2
Jackson, W.3
Work, F.4
-
65
-
-
85102018678
-
Learning from Cochrane systematic reviews: What improvements do these suggest for the design of trials?
-
Pirosca, S., Clarke, M., & Treweek, S. (2020). Learning from Cochrane systematic reviews: What improvements do these suggest for the design of trials? F1000Research, 9, 178. https://doi.org/10.12688/f1000research.22635.2:
-
(2020)
F1000Research
, vol.9
, pp. 178
-
-
Pirosca, S.1
Clarke, M.2
Treweek, S.3
-
66
-
-
84876131018
-
Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students
-
Robinson, S., Pope, D., & Holyoak, L. (2013). Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students. Assessment & Evaluation in Higher Education, 38 (3), 260–272. https://doi.org/10.1080/02602938.2011.629291
-
(2013)
Assessment & Evaluation in Higher Education
, vol.38
, Issue.3
, pp. 260-272
-
-
Robinson, S.1
Pope, D.2
Holyoak, L.3
-
67
-
-
85129705864
-
Feedforward practices: A systematic review of the literature
-
Sadler, I., Reimann, N., & Sambell, K. (2023). Feedforward practices: A systematic review of the literature. Assessment & Evaluation in Higher Education, 48 (3), 305–320. https://doi.org/10.1080/02602938.2022.2073434
-
(2023)
Assessment & Evaluation in Higher Education
, vol.48
, Issue.3
, pp. 305-320
-
-
Sadler, I.1
Reimann, N.2
Sambell, K.3
-
68
-
-
84860325032
-
The role of feedback in improving the effectiveness of workplace based assessments: A systematic review
-
* Saedon, H., Salleh, S., Balakrishnan, A., Imray, C. H., & Saedon, M. (2012). The role of feedback in improving the effectiveness of workplace based assessments: A systematic review. BMC Medical Education, 12 (1), 1–8. https://doi.org/10.1186/1472-6920-12-25
-
(2012)
BMC Medical Education
, vol.12
, Issue.1
, pp. 1-8
-
-
Saedon, H.1
Salleh, S.2
Balakrishnan, A.3
Imray, C.H.4
Saedon, M.5
-
69
-
-
0031181179
-
What brings intentions to mind? An in situ study of prospective memory
-
Sellen, A. J., Louie, G., Harris, J. E., & Wilkins, A. J. (1997). What brings intentions to mind? An in situ study of prospective memory. Memory, 5 (4), 483–507. https://doi.org/10.1080/741941433
-
(1997)
Memory
, vol.5
, Issue.4
, pp. 483-507
-
-
Sellen, A.J.1
Louie, G.2
Harris, J.E.3
Wilkins, A.J.4
-
70
-
-
85074849968
-
Supporting learning from text: A meta-analysis on the timing and content of effective feedback
-
* Swart, E. K., Nielen, T. M., & Sikkema-de Jong, M. T. (2019). Supporting learning from text: A meta-analysis on the timing and content of effective feedback. Educational Research Review, 28, 100296. https://doi.org/10.1016/j.edurev.2019.100296
-
(2019)
Educational Research Review
, vol.28
, pp. 100296
-
-
Swart, E.K.1
Nielen, T.M.2
Sikkema-de Jong, M.T.3
-
71
-
-
84872695483
-
Understanding feedback: A learning theory perspective
-
* Thurlings, M., Vermeulen, M., Bastiaens, T., & Stijnen, S. (2013). Understanding feedback: A learning theory perspective. Educational Research Review, 9, 1–15. https://doi.org/10.1016/j.edurev.2012.11.004
-
(2013)
Educational Research Review
, vol.9
, pp. 1-15
-
-
Thurlings, M.1
Vermeulen, M.2
Bastiaens, T.3
Stijnen, S.4
-
72
-
-
84981531619
-
Towards a model of how learners process feedback: A deeper look at learning
-
Timms, M., DeVelle, S., & Lay, D. (2016). Towards a model of how learners process feedback: A deeper look at learning. Australian Journal of Education, 60 (2), 128–145. https://doi.org/10.1177/0004944116652912
-
(2016)
Australian Journal of Education
, vol.60
, Issue.2
, pp. 128-145
-
-
Timms, M.1
DeVelle, S.2
Lay, D.3
-
73
-
-
84873730050
-
Self-affirmation underlies Facebook use
-
Toma, C. L., & Hancock, J. T. (2013). Self-affirmation underlies Facebook use. Personality & Social Psychology Bulletin, 39 (3), 321–331. https://doi.org/10.1177/0146167212474694
-
(2013)
Personality & Social Psychology Bulletin
, vol.39
, Issue.3
, pp. 321-331
-
-
Toma, C.L.1
Hancock, J.T.2
-
74
-
-
85072920766
-
Reflection through assessment: A systematic narrative review of teacher feedback and student self-perception
-
* Torres, J. T., Strong, Z. H., & Adesope, O. O. (2020). Reflection through assessment: A systematic narrative review of teacher feedback and student self-perception. Studies in Educational Evaluation, 64, 100814. https://doi.org/10.1016/j.stueduc.2019.100814
-
(2020)
Studies in Educational Evaluation
, vol.64
, pp. 100814
-
-
Torres, J.T.1
Strong, Z.H.2
Adesope, O.O.3
-
75
-
-
84930853898
-
Variables that affect the process and outcome of feedback, relevant for medical training: A meta‐review
-
* van de Ridder, J. M., McGaghie, W. C., Stokking, K. M., & ten Cate, O. T. (2015). Variables that affect the process and outcome of feedback, relevant for medical training: A meta‐review. Medical Education, 49 (7), 658–673. https://doi.org/10.1111/medu.12744
-
(2015)
Medical Education
, vol.49
, Issue.7
, pp. 658-673
-
-
van de Ridder, J.M.1
McGaghie, W.C.2
Stokking, K.M.3
ten Cate, O.T.4
-
76
-
-
85072762771
-
A meta-review of the student role in feedback
-
* Van der Kleij, F. M., Adie, L. E., & Cumming, J. J. (2019). A meta-review of the student role in feedback. International Journal of Educational Research, 98, 303–323. https://doi.org/10.1016/j.ijer.2019.09.005
-
(2019)
International Journal of Educational Research
, vol.98
, pp. 303-323
-
-
Van der Kleij, F.M.1
Adie, L.E.2
Cumming, J.J.3
-
77
-
-
85089538468
-
Student perceptions of assessment feedback: A critical scoping review and call for research
-
* Van der Kleij, F. M., & Lipnevich, A. A. (2021). Student perceptions of assessment feedback: A critical scoping review and call for research. Educational Assessment, Evaluation and Accountability, 33 (2), 345–373. https://doi.org/10.1007/s11092-020-09331-x
-
(2021)
Educational Assessment, Evaluation and Accountability
, vol.33
, Issue.2
, pp. 345-373
-
-
Van der Kleij, F.M.1
Lipnevich, A.A.2
-
78
-
-
79961085869
-
The effectiveness of methods for providing written feedback through a computer-based assessment for learning: A systematic review
-
* Van Der Kleij, F. M., Timmers, C. F., & Eggen, T. J. H. M. (2011). The effectiveness of methods for providing written feedback through a computer-based assessment for learning: A systematic review. CADMO, 1 (1), 21–38. https://doi.org/10.3280/CAD2011-001004
-
(2011)
CADMO
, vol.1
, Issue.1
, pp. 21-38
-
-
Van Der Kleij, F.M.1
Timmers, C.F.2
Eggen, T.J.H.M.3
-
79
-
-
85105417298
-
Measuring what matters: The positioning of students in feedback processes within national student satisfaction surveys
-
Winstone, N. E., Ajjawi, R., Dirkx, K., & Boud, D. (2022). Measuring what matters: The positioning of students in feedback processes within national student satisfaction surveys. Studies in Higher Education, 47 (7), 1524–1536. https://doi.org/10.1080/03075079.2021.1916909
-
(2022)
Studies in Higher Education
, vol.47
, Issue.7
, pp. 1524-1536
-
-
Winstone, N.E.1
Ajjawi, R.2
Dirkx, K.3
Boud, D.4
-
80
-
-
85103896985
-
From feedback-as-information to feedback-as-process: A linguistic analysis of the feedback literature
-
Winstone, N., Boud, D., Dawson, P., & Heron, M. (2022). From feedback-as-information to feedback-as-process: A linguistic analysis of the feedback literature. Assessment & Evaluation in Higher Education, 47 (2), 213–230. https://doi.org/10.1080/02602938.2021.1902467
-
(2022)
Assessment & Evaluation in Higher Education
, vol.47
, Issue.2
, pp. 213-230
-
-
Winstone, N.1
Boud, D.2
Dawson, P.3
Heron, M.4
-
81
-
-
84986220304
-
Supporting learners’ agentic engagement with feedback: A systematic review and a taxonomy of recipience processes
-
* Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017). Supporting learners’ agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52 (1), 17–37. https://doi.org/10.1080/00461520.2016.1207538
-
(2017)
Educational Psychologist
, vol.52
, Issue.1
, pp. 17-37
-
-
Winstone, N.E.1
Nash, R.A.2
Parker, M.3
Rowntree, J.4
-
82
-
-
85079073205
-
The power of feedback revisited: A meta-analysis of educational feedback research
-
* Wisniewski, B., Zierer, K., & Hattie, J. (2019). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10, 3087. https://doi.org/10.3389/fpsyg.2019.03087
-
(2019)
Frontiers in Psychology
, vol.10
, pp. 3087
-
-
Wisniewski, B.1
Zierer, K.2
Hattie, J.3
-
83
-
-
85108790352
-
From plans to actions: A process model for why feedback features influence feedback implementation
-
Wu, Y., & Schunn, C. D. (2021). From plans to actions: A process model for why feedback features influence feedback implementation. Instructional Science, 49 (3), 365–394. https://doi.org/10.1007/s11251-021-09546-5
-
(2021)
Instructional Science
, vol.49
, Issue.3
, pp. 365-394
-
-
Wu, Y.1
Schunn, C.D.2
-
84
-
-
85115100476
-
Corrective feedback in second language pragmatics: A review of research
-
1–14
-
* Yousefi, M., & Nassaji, H. (2021). Corrective feedback in second language pragmatics: A review of research. TESL-EJ, 25 (1), 1–14.
-
(2021)
TESL-EJ
, vol.25
, Issue.1
-
-
Yousefi, M.1
Nassaji, H.2
-
85
-
-
85048725499
-
Understanding linguistic, individual and contextual factors in oral feedback research: A review of empirical studies in L2 classrooms
-
* Yu, S., Wang, B., & Teo, T. (2018). Understanding linguistic, individual and contextual factors in oral feedback research: A review of empirical studies in L2 classrooms. Educational Research Review, 24, 181–192. https://doi.org/10.1016/j.edurev.2018.0
-
(2018)
Educational Research Review
, vol.24
, pp. 181-192
-
-
Yu, S.1
Wang, B.2
Teo, T.3
|