Journal ArticleDOI
Facilitating productive use of feedback in higher education
TLDR
The authors found that utility is not only a key feature for students' use of feedback but also some factors, such as lack of strategies for productively using feedback or lack of understanding of academic discourse, may hinder students' possibilities to use the information formatively.Abstract:
Although feedback has a great potential for learning, students do not always make use of this potential. This article therefore reviews research literature on students’ use of feedback in higher education. This is done in order to find answers as to why some students do not use the feedback they receive and which factors are important in influencing students’ use of teacher feedback. Findings show that utility is not only a key feature for students’ use of feedback but also that some factors, such as lack of strategies for productively using feedback or lack of understanding of academic discourse, may hinder students’ possibilities to use the information formatively.read more
Citations
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Journal ArticleDOI
The Use of Scoring Rubrics for Formative Assessment Purposes Revisited: A Review.
Ernesto Panadero,Anders Jonsson +1 more
TL;DR: In this article, the authors reviewed the research on formative use of rubrics, in order to investigate if, and how, rubrics have an impact on student learning and found that there are several different ways for the use of Rubrics to mediate improved performance and self-regulation.
Journal ArticleDOI
Supporting learners’ agentic engagement with feedback:a systematic review and a taxonomy of recipience processes
TL;DR: In this article, a systematic review of the research evidence pertaining to this issue is presented, which identifies various factors that have been proposed to influence the likelihood of feedback being used and identifies diverse interventions with the common aim of supporting and promoting learners' agentic engagement with feedback processes.
Journal ArticleDOI
‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience
TL;DR: For example, this paper found that students' difficulties with decoding terminology, their unwillingness to expend effort, and their inability to exert effort are among the barriers that inhibit their use of feedback.
Journal ArticleDOI
Staff student partnership in assessment: enhancing assessment literacy through democratic practices
Susan J. Deeley,Catherine Bovill +1 more
TL;DR: In this article, a small study in a Scottish university was undertaken that involved a range of different adaptations to assessment and feedback, in which students were invited to become partners in assessment, and they argued that a partnership approach, designed to democratise the assessment process, not only offered students greater agency in their own and their peers' learning, but also helped students to enhance their assessment literacy.
References
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Journal ArticleDOI
The Power of Feedback
John Hattie,Helen Timperley +1 more
TL;DR: This paper provided a conceptual analysis of feedback and reviewed the evidence related to its impact on learning and achievement, and suggested ways in which feedback can be used to enhance its effectiveness in classrooms.
Journal ArticleDOI
Assessment and Classroom Learning
Paul Black,Dylan Wiliam +1 more
TL;DR: A review of the literature on classroom formative assessment can be found in this article, where the authors consider the perceptions of students and their role in self-assessment alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning.
Journal ArticleDOI
Formative assessment and the design of instructional systems
TL;DR: The theory of formative assessment outlined in this paper is relevant to a broad spectrum of learning outcomes in a wide variety of subjects and applies wherever multiple criteria are used in making judgments about the quality of student responses.
Journal ArticleDOI
Focus on Formative Feedback
TL;DR: This article reviewed the corpus of research on feedback, with a focus on formative feedback, defined as information communicated to the learner that is intended to modify his or her thinking or behavior to improve learning.
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