A meta-review of the student role in feedback
Bibliographic Data
| ID | 23364447 |
|---|---|
| Authors | Fabienne van der Kleij (0000-0002-1013-0218, Australian Catholic University, corresponding author), Fabienne M van der Kleij, Lenore Adie (0000-0003-3874-397X, Australian Catholic University), Lenore E Adie, Joy Cummings (0000-0001-9221-7677, Australian Catholic University), J Joy Cumming |
| Year | 2019 |
| Volume | 98 |
| Pages | 303-323 |
| Publication date | 2019-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0883-0355 • E-ISSN: 1873-538X |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ijer.2019.09.005 |
| OpenAlex | W2977963239 |
| Language | EN |
| Citations received | 56 |
| References cited | 56 |
Dialogic · Formative assessment · Mathematics education · Pedagogy · Perspective (graphical) · Computer Science · Evaluation of Teaching Practices · Psychology · Reflective Practices in Education · Student Assessment and Feedback
The Development of Student Reading Skills in Arabic for Reading Islamic Classical Books Using the Arabic Learning Model at Indonesian Islamic Boarding Schools
Perspectivas e investigación reciente sobre retroalimentación en el aula
Student perceptions of assessment feedback
Teachers’ Perceptions of the Characteristics and Functions of Feedback in Different Assessment Situations in Secondary Education
The power of assessment feedback in teaching and learning
The current landscape of formative assessment and feedback in graduate studies
“It actually helped”
Teacher feedback in problem-oriented mathematics teaching–theoretical considerations and empirical findings
Making student voice heard in dialogic feedback
What are we Really Aiming for? Identifying Concrete Student Behavior in Co-Regulatory Formative Assessment Processes in the Classroom
Profiles of Good Teaching Practices in STEM Disciplines
Same assignment—two different feedback contexts
What predicts undergraduates’ student feedback literacy? Impacts of epistemic beliefs and mediation of critical thinking
Students’ feedback literacy in higher education
Multidimensional feedback as a mediation system in the smart classroom ecosystems
Feedback practices at school in home confinement at primary level during the Covid 19-pandemic
Feedback partnerships
Understanding feedback in online learning – A critical review and metaphor analysis
Teacher and student perceptions of oral classroom feedback practices
Feedback Practices on Young Students’ Oral Reading
Characterising feedback cultures in higher education
Providing web-based feedback in distance language education
A design experiment on technology‐based learning progress feedback in a graduate‐level online course
Students’ willingness to engage with feedback from central tests
Students’ experiences of assessment and feedback engagement in digital contexts
Migrant students’ experiences with and perceptions of assessment in Norwegian lower secondary schools
Performance Feedback
Adaptation of student feedback literacy scale into Turkish culture
Supporting students to generate self-feedback
The role of feedback self-efficacy in student feedback engagement
Teachers’ beliefs about feedback practice as related to student self-regulation, self-efficacy, and language skills in teaching English as a foreign language
From fixing the work to improving the learner
Promoting students’ reflection through process-oriented feedback
Evaluation of the ‘Feedback Engagement Enhancement Tool’ to examine and enhance students’ engagement with feedback on their writing
Upper secondary students’ perceptions of feedback literacy in second language learning in Finland – A qualitative case study
Quality of the stated purpose and the use of feedback in Icelandic lower-secondary classrooms results from a video study
Teachers activating learners
Typologies of assessment journey experiences
Feedforward practices
What’s so new about the ‘new paradigm’ of feedback
Diversity of pedagogical feedback designs
Effects of teacher, peer and self-feedback on student improvement in online assessment
Developing and validating a student feedback literacy scale
Supporting student and teacher feedback literacy
Do students generate better self-feedback by comparing their work against assessment criteria or exemplars
Educators’ perceptions of responsibility-sharing in feedback processes
Dialogism in feedback literacies
Feedback format preferences of international post-graduate students in Australia
From feedback-as-information to feedback-as-process
The care-full craft of feedback in an age of generative AI
Shifting feedback agency to students by having them write their own feedback comments
‘This form could give me the courage to address otherwise undiscussed topics’
Self-regulating writers’ uses and non-uses of peer feedback
When negative feedback harms
Translating assessment for learning to work in groups of students with intellectual disabilities
Measuring what matters
Handbook of Research on Educational Communications and Technology
Formative assessment
Effects of Feedback in a Computer-Based Learning Environment on Students’ Learning Outcomes
Supporting Learners' Agentic Engagement With Feedback
The Instructional Effect of Feedback in Test-Like Events
Feedback in written instruction
Formative Assessment and Writing
Developing the theory of formative assessment
Timing of Feedback and Verbal Learning
Making Sense of Assessment Feedback in Higher Education
The Impact of Classroom Evaluation Practices on Students
On the definition of feedback
Formative assessment in higher education
Formative Assessment
Facilitating productive use of feedback in higher education
A systematic review of prerequisites for implementing assessment for learning in classroom practice
Feedback and Self-Regulated Learning
Assessment and Classroom Learning
Formative assessment and the design of instructional systems
Focus on Formative Feedback
The structure of scientific revolutions
What is assessment for learning
Researching feedback dialogue
Formative and shared assessment in higher education. Lessons learned and challenges for the future
Rethinking models of feedback for learning
A social constructivist assessment process model
The effects of feedback interventions on performance
The development of student feedback literacy
Instructional Effects of Cues, Participation, and Corrective Feedback
Feedback in Self-Instruction
The Power of Feedback
Formative assessment and self-regulated learning
The Narrative Construction of Reality
What Is Agency
| Unique citing works | 56 |
|---|---|
| Citations per year | 9,33 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 54 |