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An anatomy of feedback: a phenomenographic investigation of undergraduate students' conceptions of feedback
16 references·2 citing·36 second hop
An anatomy of feedback: a phenomenographic investigation of undergraduate students' conceptions of feedback (2014)An anatomy of feedback: a phenomenographi…Learning and Awareness (2013)Learning and AwarenessRethinking models of feedback for learning: the challenge of design (2012)Rethinking models of feedback…From monologue to dialogue: improving written feedback processes in mass higher education (2010)From monologue to dialogue: i…Beyond feedback: developing student capability in complex appraisal (2010)Beyond feedback: developing s…Focus on Formative Feedback (2008)Focus on Formative FeedbackThe Power of Feedback (2007)The Power of FeedbackFormative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)Formative assessment and self…Differing perceptions in the feedback process (2006)Differing perceptions in the …Sustainable Assessment: Rethinking assessment for the learning society (2000)Sustainable Assessment: Rethi…Formative Assessment: revisiting the territory (1998)Formative Assessment: revisit…Assessment and Classroom Learning (1998)Assessment and Classroom Lear…A reconceptualisation of the research into university academics' conceptions of teaching (1997)A reconceptualisation of the …Feedback and Self-Regulated Learning: A Theoretical Synthesis (1995)Feedback and Self-Regulated L…Conceptions of learning (1993)Conceptions of learningPhenomenography-a research approach to investigating different understandings of reality (1986)Phenomenography-a research ap…Phenomenography ? Describing conceptions of the world around us (1981)Phenomenography ? Describing …The development of secondary students’ feedback literacy: Peer assessment as an intervention (2020)The development of secondary …A review of educational dialogue strategies to improve academic writing skills (2018)A review of educational dialo…Motivational processes affecting learning. (1986)Classrooms: Goals, structures, and student motivation. (1992)The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. (1996)Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (2008)Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2016)A Systematic Literature Review of Students as Partners in Higher Education (2017)Developing evaluative judgement: enabling students to make decisions about the quality of work (2017)History and Class Consciousness (1923)Objective Knowledge, an Evolutionary Approach. (1973)ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* (1976)Enhancing teaching through constructive alignment (1996)Teaching For Quality Learning At University (1999)The revised two‐factor Study Process Questionnaire: R‐SPQ‐2F (2001)Judgment under Uncertainty: Heuristics and Biases (1974)Judgment under Uncertainty: Heuristics and Biases (1975)A social cognitive view of self-regulated academic learning. (1989)Contingency, Irony, and Solidarity (1989)Risk Society, Towards a New Modernity (1994)Aligning assessment with long‐term learning (2006)Making Sense of Assessment Feedback in Higher Education (2013)Handbook of research on teaching (1986)A social-cognitive approach to motivation and personality. (1988)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)The development of student feedback literacy: enabling uptake of feedback (2018)Self-theories: Their Role in Motivation, Personality, and Development (1999)Online formative assessment in higher education: A review of the literature (2011)Self-efficacy mechanism in human agency. (1982)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects (2008)Developing the theory of formative assessment (2009)Relations between teachers' approaches to teaching and students' approaches to learning (1999)What the Student Does: teaching for enhanced learning (1999)A phenomenographic study of academics' conceptions of science learning and teaching (1994)Qualitative differences in approaches to teaching first year university science (1994)Variation and commonality in phenomenographic research methods (2005)
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References

  • 2007The Power of Feedback12,871 cited
  • 1998Assessment and Classroom Learning8,137 cited
  • 2006Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice5,821 cited
  • 2008Focus on Formative Feedback4,623 cited
  • 2013Learning and Awareness3,699 cited
  • 1995Feedback and Self-Regulated Learning: A Theoretical Synthesis3,321 cited
  • 1981Phenomenography ? Describing conceptions of the world around us3,269 cited
  • 1986Phenomenography-a research approach to investigating different understandings of reality1,716 cited
  • 2012Rethinking models of feedback for learning: the challenge of design1,636 cited
  • 2000Sustainable Assessment: Rethinking assessment for the learning society1,545 cited
  • 1997A reconceptualisation of the research into university academics' conceptions of teaching1,310 cited
  • 2010Beyond feedback: developing student capability in complex appraisal1,138 cited
  • 1998Formative Assessment: revisiting the territory1,106 cited
  • 2006Differing perceptions in the feedback process1,104 cited
  • 2010From monologue to dialogue: improving written feedback processes in mass higher education1,061 cited

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  • 1993Conceptions of learning1,044 cited
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    • 2020The development of secondary students’ feedback literacy: Peer assessment as an intervention57 cited
    • 2018A review of educational dialogue strategies to improve academic writing skills49 cited