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To do or not to do with feedback. A study of undergraduate students’ engagement and use of feedback within a portfolio assessment design
16 references·0 citing·37 second hop
To do or not to do with feedback. A study of undergraduate students’ engagement and use of feedback within a portfolio assessment design (2018)To do or not to do with feedback. A study…Interpreting Qualitative Data (2024)Interpreting Qualitative DataInterpreting qualitative data (2015)Interpreting qualitative dataMaking Sense of Assessment Feedback in Higher Education (2013)Making Sense of Assessment Fe…What is assessment for learning? (2011)What is assessment for learni…Beyond feedback: developing student capability in complex appraisal (2010)Beyond feedback: developing s…Developing the theory of formative assessment (2009)Developing the theory of form…Visible Learning (2008)Visible LearningThe 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 …Conditions Under Which Assessment Supports Students’ Learning (2005)Conditions Under Which Assess…Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research (2002)Academic Emotions in Students…The Role of Goal Orientation in Self-Regulated Learning (2000)The Role of Goal Orientation …Sustainable Assessment: Rethinking assessment for the learning society (2000)Sustainable Assessment: Rethi…Assessment and Classroom Learning (1998)Assessment and Classroom Lear…Formative assessment and the design of instructional systems (1989)Formative assessment and the …Intrinsic Motivation and Self-Determination in Human Behavior (1985)The theory of planned behavior (1991)Self-Efficacy: The Exercise of Control (1999)A 2 × 2 achievement goal framework. (2001)Motivational Beliefs, Values, and Goals (2002)A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. (2003)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)Focus on Formative Feedback (2008)Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions (2000)Formative assessment: a critical review (2011)Online formative assessment in higher education: A review of the literature (2011)An attributional theory of achievement motivation and emotion. (1985)Mood and the use of scripts: Does a happy mood really lead to mindlessness? (1996)The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. (2001)The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice (2006)Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ) (2010)Feedback and Self-Regulated Learning: A Theoretical Synthesis (1995)Self-theories: Their Role in Motivation, Personality, and Development (1999)Rethinking models of feedback for learning: the challenge of design (2012)Philosophical Investigations. (1954)Personal Knowledge: Towards a Post-Critical Philosophy (1959)Goal setting and task performance: 1969–1980. (1981)Inside the Black Box: Raising Standards through Classroom Assessment (2010)The development of student feedback literacy: enabling uptake of feedback (2018)Self-efficacy mechanism in human agency. (1982)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects (2008)An array of qualitative data analysis tools: A call for data analysis triangulation. (2007)Gender: An Intersectionality Perspective (2008)The qualitative research interview (2011)Ways of constructing research questions: gap-spotting or problematization? (2010)Perceptions and Experiences of Research Participants on Gender-Based Violence Community Based Survey: Implications for Ethical Guidelines (2012)Eight Ways to Promote Generative Learning (2015)What is Education For? On Good Education, Teacher Judgement, and Educational Professionalism (2015)Seven strong claims about successful school leadership revisited (2019)
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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
  • 2000The Role of Goal Orientation in Self-Regulated Learning5,169 cited
  • 1989Formative assessment and the design of instructional systems4,279 cited
  • 2002Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research3,926 cited
  • 2024Interpreting Qualitative Data3,556 cited
  • 2009Developing the theory of formative assessment3,292 cited
  • 2008Visible Learning3,046 cited
  • 2015Interpreting qualitative data1,599 cited
  • 2000Sustainable Assessment: Rethinking assessment for the learning society1,545 cited
  • 2011What is assessment for learning?1,281 cited
  • 2005Conditions Under Which Assessment Supports Students’ Learning1,265 cited
  • 2013Making Sense of Assessment Feedback in Higher Education1,140 cited
  • 2010Beyond feedback: developing student capability in complex appraisal1,138 cited
  • 2006

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Differing perceptions in the feedback process
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