The Conscientious Consumer
Reconsidering the role of assessment feedback in student learning
Bibliographic Data
| ID | 4097925 |
|---|---|
| Authors | Richard Higgins (0000-0001-8952-684X), Peter Hartley (0000-0003-4967-720X), Alan Skelton |
| Year | 2002 |
| Volume | 27 |
| Issue | 1 |
| Pages | 53-64 |
| Publication date | 2002-02-01 |
| 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 | 10.1080/03075070120099368 |
| OpenAlex | W2133755076 |
| Language | EN |
| Citations received | 142 |
| References cited | 27 |
This article reports the initial findings of a 3-year research project investigating the meaning and impact of assessment feedback for students in higher education. Adopting aspects of a constructivist theory of learning, it is seen that formative assessment feedback is essential to encourage the kind of 'deep' learning desired by tutors. There are a number of barriers to the utility of feedback outside the sphere of control of individual students, including those relating to the quality, quantity and language of comments. But the students in the study seemed to read and value their tutors' comments. Their perceptions of feedback do not indicate that they are simply instrumental 'consumers' of education, driven solely by the extrinsic motivation of the mark and as such desire feedback which simply provides them with 'correct answers'. Rather, the situation is more complex. While recognising the importance of grades, many of the students in the study adopt a more 'conscientious' approach. They are motivated intrinsically and seek feedback which will help them to engage with their subject in a 'deep' way. Implications of the findings for theory and practice are discussed
Epistemology · Formative assessment · Higher education · Mathematics education · Pedagogy · Peer feedback · Perception · Computer Science · Evaluation of Teaching Practices · Higher Education Learning Practices · Psychology · Student Assessment and Feedback
Student Learning Approaches
Bangladeshi Undergraduates’ Attitudes towards Teachers’ Feedback on Midterm Scripts
Automated formative feedback and summative assessment using individualised spreadsheet assignments
An evaluation of semi-automated, collaborative marking and feedback systems
Educators' perceptions of automated feedback systems
Technological support for assignment assessment
A avaliação formativa no ensino superior
Li̇sansüstü Eği̇ti̇mde Geri̇ Bi̇ldi̇ri̇me İli̇şki̇n Öğrenci̇ Görüşleri̇
Medical students' experiences and needs from written reflective journal feedback
Understanding 'teaching excellence' in higher education
Feedback alignment
Assessment for learning
Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used
Supporting Learners' Agentic Engagement With Feedback
The quality of guidance and feedback to students
The feedback triangle and the enhancement of dialogic feedback processes
Relations between scripted online peer feedback processes and quality of written argumentative essay
Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance
Making Sense of Assessment Feedback in Higher Education
The impact of a flipped classroom design on learning performance in higher education
Facilitating productive use of feedback in higher education
Responsibility-Sharing in the Giving and Receiving of Assessment Feedback
Conditions for innovation in public sector organizations
Teaching and Learning in the Social Context
The effects of feedback on achievement, interest and self-evaluation
What assessment knowledge and skills do initial teacher education programs address? A Western Canadian perspective
Do Teamwork Guidelines Improve Peer Assessment Accuracy or Attitudes During Collaborative Learning
Tatl—360° Assessment for Teaching and Learning
Perceptions and Expectations of Academic Staff in Bucharest towards the Covid-19 Pandemic Impact on Dental Education
A Study to Evaluate Students’ Performance, Engagement, and Progression in Higher Education Based on Feedforward Teaching Approach
Quality of Feedback in Higher Education
Developing effective assessment feedback
More than words
Emodash
Learning performance pathways based on reflective thinking skills and feedback through educational blogging
Impacts of an AI-based chabot on college students’ after-class review, academic performance, self-efficacy, learning attitude, and motivation
Interconnected learning between university and the workplace
Face‐to‐face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions
Investigating EFL student teachers’ perceptions of self-study in the Saudi Arabian context
Enhancing legal writing skills
Feedback in a Digital Badge Learning Experience
Exploring the Role of Feedback and its Impact within a Digital Badge System from Student Perspectives
Feedback literacies as sociomaterial practice
Feedback
The Significance of Assignment Feedback
Using Peer Feedback to Enhance the Quality of Student Online Postings
The effects of direct and indirect speech acts on native English and ESL speakers’ perception of teacher written feedback
Integrating human expertise with GenAI
Student preferences vis-à-vis teacher feedback in university EFL writing classes in Japan
Attendance and Performance
Undergraduate student perceptions of assessment and feedback practice
Student-focused assessment criteria
“Commenting on your work is a waste of time only!”
Keeping a Distance-Education Course Current Through eLearning and Contextual Assessment
Mediating effect of reflection types
The contribution of assessment experiences to student teachers' self-efficacy in competence-based education
Assessing student workload in Problem Based Learning
Speaking self-assessment
What do students want most from written feedback information? Distinguishing necessities from luxuries using a budgeting methodology
Balancing supportive relationships and developing independence
Perceived teacher feedback and academic performance
Are the principles of effective feedback transferable across disciplines? A comparative study of written assignment feedback in Languages and Technology
Feedback as an assessment for learning tool
Feed-forward
Examining the nature and effects of feedback dialogue
Investigating university tutor perceptions of assessment feedback
The importance of self-assessment in students’ use of tutors’ feedback
Exploring the experiences of distance learning students being supported to resubmit a final assignment following a fail result
Developing competent e‐learners
Moving feedback forward
Developing a framework for effective audio feedback
‘Are you listening please?’ The advantages of electronic audio feedback compared to written feedback
What lies beneath
Power and resistance in feedback during work-integrated learning
The hidden curriculum revisited
Reducing variation in the assessment of student writing
Student perspectives on formative feedback as part of writing portfolios
The impact of positive feedback on student outcomes and perceptions
No longer exempt from good practice
Beyond feedback
The standards for academics’ standards-based assessment practices
Feedback on feedback practice
The impact of formative feedback on the development of academic writing
Investigating non-engagement with feedback in higher education as a social practice
‘Feed‐forward’
Psychology students’ perception of and engagement with feedback as a function of year of study
University teachers’ reflections on the reasons behind their changing feedback practice
Biology students’ utilization of tutors’ formative feedback
Promoting assessment efficacy through an integrated system for online clinical assessment of practical skills
College students’ categorical perceptions of grades
Assessment standards
Researching feedback dialogue
Closing the feedback loop? Iterative feedback between tutor and student in coursework assessments
Feedback on assessment
Is it worth the effort? How feedback influences students’ subsequent submission of assessable work
Closing the feedback loop
The role of assessment feedback in developing academic buoyancy
Students’ feedback preferences
When it comes round to marking assignments
Doing what it says on the tin? A psychometric evaluation of the Assessment Experience Questionnaire
Making the Grade
Assessing Learners in Higher Education
Thought and language.
Research Methods in Education
Research Methods in Education
Actual Minds, Possible Worlds
Writing and Identity
Getting the Message Across
Qualitative evaluation and research methods
Assessment and Classroom Learning
Formative assessment and the design of instructional systems
InterViews
A Study in Self‐assessment
The Use of Student Derived Marking Criteria in Peer and Self-assessment
The Importance of Marking Criteria in the Use of Peer Assessment
Quantity and Quality in Social Research
Sociological Practice
Quantity and quality in social research
Assessment
| Unique citing works | 142 |
|---|---|
| Citations per year | 6,45 |
| Citation span | 2004 - 2026 (23) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 129 |