Developing sustainable feedback practices
Bibliographic Data
| ID | 4096572 |
|---|---|
| Authors | David Carle (0000-0003-1449-5174, University of Hong Kong, corresponding author), Diane Salter (University of Hong Kong), Min Yang (0000-0001-9017-5960, University of Hong Kong), Joy Lam (University of Hong Kong) |
| Year | 2011 |
| Volume | 36 |
| Issue | 4 |
| Pages | 395-407 |
| Publication date | 2011-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075071003642449 |
| OpenAlex | W2068591858 |
| Language | EN |
| Citations received | 201 |
| References cited | 15 |
Feedback is central to the development of student learning, but within the constraints of modularized learning in higher education it is increasingly difficult to handle effectively. This article makes a case for sustainable feedback as a contribution to the reconceptualization of feedback processes. The data derive from the Student Assessment and Feedback Enhancement project, involving in‐depth semi‐structured interviews with a purposive sample of award‐winning teachers. The findings focus on those reported practices consistent with a framework for sustainable feedback, and particularly highlight the importance of student self‐regulation. The article concludes by setting out some possibilities and challenges for staff and student uptake of sustainable feedback
Business · Engineering ethics · Focus group · Higher education · Knowledge management · Mathematics education · Pedagogy · Peer feedback · Political science · Process management · Sustainable development · Computer Science · Engineering · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology · Student Assessment and Feedback · Marketing
Contextual variables in written assessment feedback in a university-level Spanish program
Translation students’ peer feedback for learning English for Specific Purposes (ESP). Findings from a case study in Lithuania
Concepciones de profesores sobre retroalimentación
Assessment in Secondary Education, is it formative and shared? Exploring perceptions of professionals and future professionals in Education
Repositioning students as co-creators of curriculum for online learning resources
Perspectivas e investigación reciente sobre retroalimentación en el aula
Efectos de los tipos de feedback entre iguales en los trabajos escritos
Hackathon
Supporting Learners' Agentic Engagement With Feedback
A systematic review of the role of learning analytics in enhancing feedback practices in higher education
The feedback triangle and the enhancement of dialogic feedback processes
Developing evaluative judgement
Making Sense of Assessment Feedback in Higher Education
A review of feedback models and typologies
Using learning analytics to scale the provision of personalised feedback
The self-regulatory paradox of learning analytics
Supporting self-regulated learning through generative AI feedback in online higher education
Student appreciation of peer feedback increases following participation in a multi-strategy feedback schedule
Teacher feedback beliefs and practices in Cambodian EFL classrooms
Online Language Learning in Colombian Graduate Education
Evaluating the role of ChatGPT in enhancing EFL writing assessments in classroom settings
Development and validation of a generic self-assessment scale for K-12 teachers as feedback givers
A Review of Feedback Models and Theories
Fostering student engagement with criticism feedback
A scoping review of dialogic formative feedback practices in higher education
Model of motivational competence
Programmatic assessment design choices in nine programs in higher education
Fostering feedback literacy by scaffolding self-regulated feedback
Safe and sound
Juxtaposing generic skills development in collaborative knowledge work competences and related pedagogical practices in higher education
English as second language learners' practices and experiences with written feedback
Formative assessment and emotional trajectories aiding investigation of flow in higher education
Taking the Big Leap
Designing Dialogic Peer Feedback in Collaborative Learning
Replacing Exams with Project-Based Assessment
The Dimensions of Abundance in AI-Generated Feedback
Mixed Feelings About Feedback
The LMS as actor
Percepciones del estudiantado sobre el «feedback» sostenible
Students’ engagement across a typology of teacher feedback practices
Moving from Feedback to Feedforward in IBDP classrooms
Effectiveness of targeted feedback in improving rhythm sightreading
Double indemnity
Exploring the nexus between assessment, quality and social justice
Developing effective assessment feedback
Student experiences of live synchronised video feedback in formative assessment
Fostering student motivation and engagement with feedback through ipsative processes
Feedback in higher education
Teaching Innovation Experience for Covid-19 Times
Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability
What works may hurt
Strengthening collaborative argumentation with interactive guidance
Multidimensional feedback as a mediation system in the smart classroom ecosystems
“It makes you feel like they’ve actually put effort into it.” Students’ perceptions of screen-capture video feedback on assignments on a social science course
Online peer feedback patterns of success and failure in argumentative essay writing
The influence of teacher emotional support in feedback on feedback literacy
Impact of an instructional guide and examples on the quality of feedback
An exploration of Chinese students’ academic discourse socialisation through portfolio assessment at a UK university
Using learning analytics to understand student perceptions of peer feedback
‘Who expresses an honest opinion as it stands in Japan?’
Assessment of class participation in online and offline learning environments
Improving the understanding of written peer feedback through face-to-face peer dialogue
A conceptual model for program-level assessment
Student peer review as a process of knowledge creation through dialogue
A comparative study of expert, AI, and no external feedback on mathematics teacher learning outcomes in reflective practice
Learning analytics in European higher education—Trends and barriers
Developing a national understanding of assessment and feedback in Irish higher education
A PRISMA review of research on feedback in music education and music psychology
Feedback in the instrumental music lesson
Constructing ‘good teaching’ through written lesson observation feedback
Analytics of Self‐Regulated Learning in Learning Analytics Feedback Processes
Feedforward‐ or feedback‐based group regulation guidance in collaborative groups
Inside the Conversation
Comparison of AI ‐Generated and Instructor Feedback
Initial teacher education after the Bologna process
Student teachers’ reactions to formative teacher and peer feedback
Developing feedback skills in preservice music teachers
Instrumental music teachers’ development of feedback across the lifespan
ChatGpt4o mini as an AI teacher assessor in Chinese EFL writing classrooms
Formative assessment use in university EFL writing instruction
Feedback engagement of Chinese international doctoral students
Co-creation of a fit-for-purpose Feedback Toolkit for clinical clerkships
Twelve tips for maximizing the potential of reflective writing in medical education
Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles
Revisiting Students' Lack of Visible Response to Feedback in Second Language Writing
Reflective and integrative learning and the role of instructors and institutions—evidence from Malaysia
Research in higher education governance
Dialogic feedback and potentialities for student learning
Follow-up contributions for collaboratively accomplishing peer feedback in video-mediated L2 interactions
Through the lens of feedback literacy
Academic ability generates better quality feedback
Feedback literacies as sociomaterial practice
The Significance of Assignment Feedback
Students’ perception of teachers’ two-way feedback interactions that impact learning
Experiences of an international student with a visual disability making sense of assessment and feedback
Online questionnaires use with automatic feedback for e-innovation in university students
Exploring speech acts in peer feedback groups
The effects of self-regulation on L2 writing achievement
Exploring sustainable language assessment through a teacher-learner practitioner inquiry
Pedagogic partnership in higher education
Rethinking Assessment in Higher Education
Getting the Message Across
The quality of guidance and feedback to students
Sustainable Assessment
Formative assessment and the design of instructional systems
Effectiveness of feedback
Strategies for using feedback students bring to higher education
Assessment
Do students value feedback? Student perceptions of tutors’ written responses
The Power of Feedback
Formative assessment and self-regulated learning
Differing perceptions in the feedback process
| Unique citing works | 201 |
|---|---|
| Citations per year | 14,36 |
| Citation span | 2012 - 2026 (15) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 194 |