David Nicol
Biographic Data
| ID | 5652397 |
|---|---|
| NAME | David Nicol |
| GIVEN NAMES | David |
| FAMILY NAME | Nicol |
| SIGNATURE | NICOL D |
| AFFILIATIONS | University of Strathclyde |
| ORCID | 0000-0003-2442-9947 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 61 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Reprints and Revivals of Renaissance Drama
Studies of early modern English drama in print and performance have often prioritized – or even fetishized – first editions and first performances. Challenging ingrained assumptions about chronology, this collection focuses critical attention on the various ways that Renaissance drama was repeated and renewed. Ranging widely across the period, from the 1580s to the early 1700s, the chapters examine canonical plays and authors-including Shakespear…
Do students generate better self-feedback by comparing their work against assessment criteria or exemplars
Research suggests that when students compare their work against different resources, they generate different inner feedback and their learning differs. Understanding these differences helps teachers scaffold students’ learning and foster student feedback agency. Previous studies show learning differences using rubrics, assessment criteria and exemplars as comparators. However, most use performance rather than feedback measures, and the link betwe…
Health-Related Quality of Life Following Treatment for Testicular Cancer
Testicular cancer (TCa) can precipitate ongoing psychosocial/physical morbidity post-treatment, despite high rates of cure. We conducted a systematic review to synthesise three decades of primary qualitative research on health-related quality of life (HRQoL) to inform the design of supportive care pathways. We queried MEDLINE/PubMed, PsycINFO, CINAHL, and Web of Science for all qualitative studies published up to 26 October 2022 examining issues …
Promoting learner self-regulation
Research on exemplars in higher education is extensive. In most studies, students analyse exemplars before creating their own work to help them better understand the assessment requirements and produce higher quality work. Recently, students have been asked to analyse exemplars after producing work. In these studies, students compare work they have just produced against the exemplars and generate inner feedback to improve that work. While each ex…
Shifting feedback agency to students by having them write their own feedback comments
In higher education, there is a tension between teachers providing comments to students about their work and students developing agency in producing that work. Most proposals to address this tension assume a dialogic conception of feedback where students take more agency in eliciting and responding to others’ advice, recently framed as developing their feedback literacy. This conception does not however acknowledge the feedback agency students ex…
Making internal feedback explicit
In two-stage exams, students complete some academic work individually then immediately complete the same work again in small groups. Prior research shows that students perceive the dialogue they engage in at the group stage aids their individual learning. Outcome studies also suggest that engaging in dialogue benefits individual student learning. This investigation takes a different perspective. Learning during two-stage exams is conceptualised a…
Making internal feedback explicit
This article explores peer review through the lens of internal feedback. It investigates the internal feedback that students generate when they compare their work with the work of peers and with comments received from peers. Inner feedback was made explicit by having students write an account of what they were learning from making these different comparisons. This allowed evaluation of the extent to which students’ self-generated feedback comment…
The power of internal feedback
Students generate internal feedback by comparing their current knowledge against some reference information. That information might be planned for by teachers – usually as comments on students’ performance – although most information is accessed by students themselves during task engagement, from their interactions with others, with resources and from memories of prior performances. Nearly all research on feedback in higher education focuses on c…
Middleton and Rowley
Subtle Activism
Rethinking feedback practices in higher education
Peer review is a reciprocal process whereby students produce feedback reviews on the work of peers and receive feedback reviews from peers on their own work. Prior research has primarily examined the learning benefits that result from the receipt of feedback reviews, with few studies specifically exploring the merits of producing feedback reviews or the learning mechanisms that this activates. Using accounts of their experiences of peer review, t…
Middleton & Rowley
Can the inadvertent clashes between collaborators produce more powerful effects than their concordances? For Thomas Middleton and William Rowley, the playwriting team best known for their tragedy The Changeling, disagreements and friction proved quite beneficial for their work.This first full-length study of Middleton and Rowley uses their plays to propose a new model for the study of collaborative authorship in early modern English drama. David …
From monologue to dialogue
Student surveys across the world have highlighted that students are dissatisfied with the feedback they receive on their assignments and many institutions have been putting plans in place to address this issue. Much of this work has focused on improving the quality of written comments. This paper takes a different perspective. It argues that the many diverse expressions of dissatisfaction with written feedback, both from students and teachers, ar…
Assessment for learner self‐regulation
While there is considerable research on the first‐year experience, much less has been written about the impact of assessment and feedback practices on that experience. This paper explores how formative assessment and feedback might be used to enhance the first‐year experience and enable students to develop the skills needed for self‐regulated learning. It also explores how technology might support formative assessment practices in the current hig…
Assigning Trait Adjectives in an Evaluative Context
The objective was to examine the social conditions under which subjects could attribute trait adjectives to an unknown person, the paradigm of impression-formation at zero acquaintance. The situation on which the subject had to base his judgement was a 90-sec. film clip with sound of an individual reading a weather forecast. Analysis showed traits were attributed more quickly and consistently when instructions stipulated subject should evaluate t…
Formative assessment and self-regulated learning
The research on formative assessment and feedback is reinterpreted to show how these processes can help students take control of their own learning, i.e. become self‐regulated learners. This reformulation is used to identify seven principles of good feedback practice that support self‐regulation. A key argument is that students are already assessing their own work and generating their own feedback, and that higher education should build on this a…
Peer Instruction versus Class-wide Discussion in Large Classes
Following concerns about the poor conceptual understanding shown by science students, two US research groups have been experimenting with the use of 'classroom communication systems' (CCSs) to promote dialogue in large classes. CCS technology makes it easier to give students immediate feedback on concept tests and to manage peer and class discussions. Improvements in conceptual reasoning have been shown using these methods. However, these researc…
Formative assessment and self-regulated learning
The research on formative assessment and feedback is reinterpreted to show how these processes can help students take control of their own learning, i.e. become self‐regulated learners. This reformulation is used to identify seven principles of good feedback practice that support self‐regulation. A key argument is that students are already assessing their own work and generating their own feedback, and that higher education should build on this a…
Peer Instruction versus Class-wide Discussion in Large Classes
Following concerns about the poor conceptual understanding shown by science students, two US research groups have been experimenting with the use of 'classroom communication systems' (CCSs) to promote dialogue in large classes. CCS technology makes it easier to give students immediate feedback on concept tests and to manage peer and class discussions. Improvements in conceptual reasoning have been shown using these methods. However, these researc…
Formative assessment and self-regulated learning
The research on formative assessment and feedback is reinterpreted to show how these processes can help students take control of their own learning, i.e. become self‐regulated learners. This reformulation is used to identify seven principles of good feedback practice that support self‐regulation. A key argument is that students are already assessing their own work and generating their own feedback, and that higher education should build on this a…
Assigning Trait Adjectives in an Evaluative Context
The objective was to examine the social conditions under which subjects could attribute trait adjectives to an unknown person, the paradigm of impression-formation at zero acquaintance. The situation on which the subject had to base his judgement was a 90-sec. film clip with sound of an individual reading a weather forecast. Analysis showed traits were attributed more quickly and consistently when instructions stipulated subject should evaluate t…
Assessment for learner self‐regulation
While there is considerable research on the first‐year experience, much less has been written about the impact of assessment and feedback practices on that experience. This paper explores how formative assessment and feedback might be used to enhance the first‐year experience and enable students to develop the skills needed for self‐regulated learning. It also explores how technology might support formative assessment practices in the current hig…
From monologue to dialogue
Student surveys across the world have highlighted that students are dissatisfied with the feedback they receive on their assignments and many institutions have been putting plans in place to address this issue. Much of this work has focused on improving the quality of written comments. This paper takes a different perspective. It argues that the many diverse expressions of dissatisfaction with written feedback, both from students and teachers, ar…
Middleton & Rowley
Can the inadvertent clashes between collaborators produce more powerful effects than their concordances? For Thomas Middleton and William Rowley, the playwriting team best known for their tragedy The Changeling, disagreements and friction proved quite beneficial for their work.This first full-length study of Middleton and Rowley uses their plays to propose a new model for the study of collaborative authorship in early modern English drama. David …
Rethinking feedback practices in higher education
Peer review is a reciprocal process whereby students produce feedback reviews on the work of peers and receive feedback reviews from peers on their own work. Prior research has primarily examined the learning benefits that result from the receipt of feedback reviews, with few studies specifically exploring the merits of producing feedback reviews or the learning mechanisms that this activates. Using accounts of their experiences of peer review, t…
Subtle Activism
Middleton and Rowley
The power of internal feedback
Students generate internal feedback by comparing their current knowledge against some reference information. That information might be planned for by teachers – usually as comments on students’ performance – although most information is accessed by students themselves during task engagement, from their interactions with others, with resources and from memories of prior performances. Nearly all research on feedback in higher education focuses on c…
Making internal feedback explicit
In two-stage exams, students complete some academic work individually then immediately complete the same work again in small groups. Prior research shows that students perceive the dialogue they engage in at the group stage aids their individual learning. Outcome studies also suggest that engaging in dialogue benefits individual student learning. This investigation takes a different perspective. Learning during two-stage exams is conceptualised a…
Making internal feedback explicit
This article explores peer review through the lens of internal feedback. It investigates the internal feedback that students generate when they compare their work with the work of peers and with comments received from peers. Inner feedback was made explicit by having students write an account of what they were learning from making these different comparisons. This allowed evaluation of the extent to which students’ self-generated feedback comment…
Shifting feedback agency to students by having them write their own feedback comments
In higher education, there is a tension between teachers providing comments to students about their work and students developing agency in producing that work. Most proposals to address this tension assume a dialogic conception of feedback where students take more agency in eliciting and responding to others’ advice, recently framed as developing their feedback literacy. This conception does not however acknowledge the feedback agency students ex…
Health-Related Quality of Life Following Treatment for Testicular Cancer
Testicular cancer (TCa) can precipitate ongoing psychosocial/physical morbidity post-treatment, despite high rates of cure. We conducted a systematic review to synthesise three decades of primary qualitative research on health-related quality of life (HRQoL) to inform the design of supportive care pathways. We queried MEDLINE/PubMed, PsycINFO, CINAHL, and Web of Science for all qualitative studies published up to 26 October 2022 examining issues …
Promoting learner self-regulation
Research on exemplars in higher education is extensive. In most studies, students analyse exemplars before creating their own work to help them better understand the assessment requirements and produce higher quality work. Recently, students have been asked to analyse exemplars after producing work. In these studies, students compare work they have just produced against the exemplars and generate inner feedback to improve that work. While each ex…
Reprints and Revivals of Renaissance Drama
Studies of early modern English drama in print and performance have often prioritized – or even fetishized – first editions and first performances. Challenging ingrained assumptions about chronology, this collection focuses critical attention on the various ways that Renaissance drama was repeated and renewed. Ranging widely across the period, from the 1580s to the early 1700s, the chapters examine canonical plays and authors-including Shakespear…
Do students generate better self-feedback by comparing their work against assessment criteria or exemplars
Research suggests that when students compare their work against different resources, they generate different inner feedback and their learning differs. Understanding these differences helps teachers scaffold students’ learning and foster student feedback agency. Previous studies show learning differences using rubrics, assessment criteria and exemplars as comparators. However, most use performance rather than feedback measures, and the link betwe…
Psychology (11 works) · Student Assessment and Feedback (10 works) · Computer Science (9 works) · Mathematics education (9 works) · Evaluation of Teaching Practices (8 works) · Higher education (8 works) · Pedagogy (8 works) · Innovative Teaching and Learning Methods (7 works) · Peer feedback (6 works) · Political science (5 works)