Making Sense of Assessment Feedback in Higher Education

Abstract

This article presents a thematic analysis of the research evidence on assessment feedback in higher education (HE) from 2000 to 2012. The focus of the review is on the feedback that students receive within their coursework from multiple sources. The aims of this study are to (a) examine the nature of assessment feedback in HE through the undertaking of a systematic review of the literature, (b) identify and discuss dominant themes and discourses and consider gaps within the research literature, (c) explore the notion of the feedback gap in relation to the conceptual development of the assessment feedback field in HE, and (d) discuss implications for future research and practice. From this comprehensive review of the literature, the concept of the feedback landscape, informed by sociocultural and socio-critical perspectives, is developed and presented as a valuable framework for moving the research agenda into assessment feedback in HE forward.

Cite this

Carol Evans (2013). Making Sense of Assessment Feedback in Higher Education. Review of Educational Research. https://doi.org/10.3102/0034654312474350

@article{carol2013making,
  title  = {Making Sense of Assessment Feedback in Higher Education},
  author = {Evans, Carol},
  year   = {2013},
  journal = {Review of Educational Research},
  doi    = {10.3102/0034654312474350}
}

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