References

• 1998Assessment and Classroom Learning8,137 cited
• 2006Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice5,821 cited
• 2006Aligning assessment with long‐term learning1,265 cited
• 2010Beyond feedback: developing student capability in complex appraisal1,138 cited
• 2006Differing perceptions in the feedback process1,104 cited
• 2005Do students value feedback? Student perceptions of tutors’ written responses807 cited
• 2002The Conscientious Consumer: Reconsidering the role of assessment feedback in student learning794 cited
• 2010Feedback : all that effort, but what is the effect?734 cited
• 2008Effectiveness of feedback: the students’ perspective544 cited
• 1988ENHANCING AND UNDERMINING INTRINSIC MOTIVATION: THE EFFECTS OF TASK‐INVOLVING AND EGO‐INVOLVING EVALUATION ON INTEREST AND PERFORMANCE498 cited
• 2001Assessment for Learning: The differing perceptions of tutors and students430 cited
• 2005A social constructivist assessment process model: how the research literature shows us this could be best practice382 cited
• 2009Assessor or assessee: How student learning improves by giving and receiving peer feedback374 cited
• 2007Enhancing Learning through Formative Assessment and Feedback301 cited