Feedback
Focusing Attention on Engagement
Bibliographic Data
| ID | 4098536 |
|---|---|
| Authors | Margaret Price (0000-0001-9117-824X, Oxford Brookes University, corresponding author), Karen Handley (0000-0003-4232-6570, Oxford Brookes University), Jill Millar (Oxford Brookes University) |
| Year | 2011 |
| Volume | 36 |
| Issue | 8 |
| Pages | 879-896 |
| Publication date | 2011-12-01 |
| 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 | 10.1080/03075079.2010.483513 |
| OpenAlex | W2091254070 |
| Language | EN |
| Citations received | 142 |
| References cited | 29 |
Within many higher education systems there is a search for means to increase levels of student satisfaction with assessment feedback. This article suggests that the search is under way in the wrong place by concentrating on feedback as a product rather than looking more widely to feedback as a long-term dialogic process in which all parties are engaged. A three-year study, focusing on engaging students with assessment feedback, is presented and analysed using an analytical model of stages of engagement. The analysis suggests that a more holistic, socially-embedded conceptualisation of feedback and engagement is needed. This conceptualisation is likely to encourage tutors to support students in more productive ways, which enable students to use feedback to develop their learning, rather than respond mechanistically to the tutors’ ‘instruction’
Dialogic · Higher education · Mathematics education · Pedagogy · Peer feedback · Political science · Student engagement · Computer Science · Evaluation of Teaching Practices · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Contextual variables in written assessment feedback in a university-level Spanish program
The effect of in-class and one-on-one video feedback on EFL learners’ English public speaking competency and anxiety
Concepciones de profesores sobre retroalimentación
Students got mail
The importance of self-assessment in students’ use of tutors’ feedback
The Cambridge Handbook of Computing Education Research
Improving student feedback literacy in academic writing
From feedback to revisions
Supporting Learners' Agentic Engagement With Feedback
The feedback triangle and the enhancement of dialogic feedback processes
Student engagement with teacher and automated feedback on L2 writing
Responsibility-Sharing in the Giving and Receiving of Assessment Feedback
Student feedback literacy and engagement with feedback
Fostering student engagement with feedback
Introducing DSCRIB as an educational technology tool for measuring writing processes through keystroke logging and temporal analysis
Advancing feedback research in educational psychology
A Review of Feedback Models and Theories
Revising with AI
Unheard and unused
Affective, behavioural, and cognitive engagement with written feedback on second language writing
Creating a Supportive Classroom Environment Through Effective Feedback
Cooperative Learning, Academic, and Social Gain
Teacher Education during the Covid-19 Lockdown
What Kind of Feedback is Perceived as Encouraging by Finnish General Upper Secondary School Students
Self-regulation and student engagement with feedback
Pedagogical intentions behind teacher written feedback
What’s in a word? – unpacking European students’ conceptualisations and experiences of feedback
Supporting the uptake process with dialogic peer screencast feedback
Developing effective assessment feedback
Observational feedback literacy
Teacher feedback literacy and its interplay with student feedback literacy
Fostering student motivation and engagement with feedback through ipsative processes
The impact of peer feedback features on feedback receivers' implementation in university classrooms
Promoting students’ cross-disciplinary performance and higher order thinking
The what, when & how factors
Student Experiences With Peer Review and Revision for Writing-to-Learn in a Chemistry Course Context
Exploring the emotions of international students about their feedback experiences
From emotion to action
Teacher feedback literacy, feedback regimes and iterative change
Using learner-centred feedback design to promote students’ engagement with feedback
On the role of engagement in automated feedback effectiveness
Understanding the effectiveness of automated feedback
Medical students' experiences and needs from written reflective journal feedback
Channelling feedback through audiovisual presentations
Repairing Errors With Elaborative Feedback in Computerised Learning Environments
Developing as a post-PhD researcher
Feedback engagement of Chinese international doctoral students
An educational intervention to increase student engagement in feedback
Twelve tips for developing feedback literacy in health professions learners
Self–regulatory learning theory as a lens on how undergraduate and postgraduate learners respond to feedback
Dialogic feedback and potentialities for student learning
Perceived teacher feedback practices, student feedback motivation and engagement in English learning
Students’ willingness to engage with feedback from central tests
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
The enactment of positive emotions via teacher scaffolding
Evaluating peer feedback as a reliable and valid complementary aid to teacher feedback in EFL writing classrooms
A qualitative inquiry into undergraduates’ learning from giving and receiving peer feedback in L2 writing
“Commenting on your work is a waste of time only!”
Structural validity and invariance of the Feedback Perceptions Questionnaire
“Chasing my supervisor all day long like a hungry child seeking her mother!”
Engaging secondary school students with peer feedback in L2 writing classrooms
Expert teacher perceptions of two-way feedback interaction
The development of student feedback literacy
Improving the student learning experience through dialogic feed-forward assessment
A community of practice approach to understanding how students develop feedback literacy enabling the processing and enactment of feedback
Examining the nature and effects of feedback dialogue
Interplay among technical, socio-emotional and personal factors in written feedback research
Giving genre-based peer feedback in academic writing
Bifactor modelling of the psychological constructs of learner feedback literacy
The development of student feedback literacy
Learning to improve the quality peer feedback through experience with peer feedback
Moving feedback forward
Architecture students’ uptake and use of formative and summative feedback
Feedback behaviour and preference in university academic English courses
To do or not to do with feedback. A study of undergraduate students’ engagement and use of feedback within a portfolio assessment design
Interplay between student and teacher feedback literacies within pre-service teachers
How conceptualising respect can inform feedback pedagogies
‘Only true friends could be cruelly honest’
How do pre-service teacher education students respond to assessment feedback
“Check the grade, log out”
Development and evaluation of two interventions to improve students’ reflection on feedback
Perceptions of feedback
Making peer feedback work
The development of academics’ feedback literacy
Students’ writing ‘in transition’ from A-levels to university
Understanding autonomous peer feedback practices among postgraduate students
Feedback engagement as a multidimensional construct
Reconsidering student feedback literacy from an ecological perspective
Feedback on feedback practice
Proactive receiver roles in peer feedback dialogue
Promoting student engagement with feedback
Enabling feedback seeking, agency and uptake through dialogic screencast feedback
Investigating non-engagement with feedback in higher education as a social practice
Conventional or sustainable? Chinese university students’ thinking about feedback used in their English lessons
University teachers’ reflections on the reasons behind their changing feedback practice
Rethinking feedback practices in higher education
Educators’ perceptions of responsibility-sharing in feedback processes
Getting the Message Across
The role of engagement in inspiring teaching and learning
The Role of Anomalous Data in Knowledge Acquisition
Threshold concepts and troublesome knowledge (2)
Formative Assessment
A reconceptualisation of the research into university academics' conceptions of teaching
Formative assessment in higher education
Formative assessment and the design of instructional systems
Focus on Formative Feedback
School Engagement
Frames of mind
Improving Students' Learning by Developing their Understanding of Assessment Criteria and Processes
A social constructivist assessment process model
Cognitive and Analytical Psychology Howard Gardner . Frames of Mind
Student Engagement and the Social Relations of Pedagogy
Assessment relationships in higher education
Alternative Arguments for Generalizing From Data as Applied to Qualitative Research
The Power of Feedback
Student writing in higher education
Formative assessment and self-regulated learning
Differing perceptions in the feedback process
The Conscientious Consumer
Situated Learning
| Unique citing works | 142 |
|---|---|
| Citations per year | 10,14 |
| Citation span | 2012 - 2026 (15) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 137 |