Edd Pitt

TL;DR: This article conducted an in-depth interview study with 14 final year undergraduates, reflecting on their perceptions of feedback written on marked assignments, by selecting examples of what they considered to be "good" and "bad" work.

TL;DR: This article examined the relationships between students' approaches to study, conceptions of learning and judgements about the value of networked technologies and found that significant positive associations were found between both deep and strategic approach to study and students' perceptions of networking learning, and negative associations with a surface approach.

TL;DR: The literature on improving student engagement with assessment and feedback has a tendency to treat all students as if they are the same as mentioned in this paper, and students with lower levels of attainment are generally unde...

TL;DR: In this paper, the effects of anonymous marking and feedback upon students' perceptions of its potential for future learning and relationship building with their lecturers were explored. But, the results revealed that anonymous marking did not seem to advantage or disadvantage particular groups of students in terms of grade outcome.

TL;DR: Many policies and processes in higher education reinforce a conception of feedback as being the transmission of information, thus placing primary responsibility on educators for delivering this information as discussed by the authors, thus placing a burden on educators to deliver this information.