Feedback on learning achievement: rhetoric and reality

By J. Orrell. 2006

172 citations recorded by the source corpus.

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Citations in the corpus

Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback (2011, background): “Orrell (2006), in an attempt to explain lack of student engagement with feedback, identified a difference in the espoused theories that tutors held regarding feedback and their practice.”
The role of feedback in cross-cultural learning: a case study of Chinese taught postgraduate students in a UK university (2013, background): “…emotions, motivation, self-esteem, self-identity and ‘whole sense of self’ (Young 2000; Juwah et al. 2004; Carless 2006; Nicol and Mcfarlane-Dick 2006; Orrell 2006; Pryor and Croussard 2008) and we turn to notions of ‘culture’, ‘cultural learning’ and ‘cultural adaptation’ as a way of including…”
Feedback-dialogues: exploring the student perspective (2012, background): “Orrell ( 2006 , 443) suggests that ‘properly conceived and conducted feedback to students can be a vehicle for further learning through dialogue about ideas’.”
The usefulness of feedback (2019, background): “However, one of the greatest criticisms of current feedback practices is that comments are not actionable or usable (Li and De Luca, 2014; Orrell, 2006; Walker, 2009).”
The hidden curriculum revisited: a critical review of research into the influence of summative assessment on learning (2010, background): “The following, again, are merely some recent examples of articles referring to one or more of these works: Orrell (2006), Hawe (2007), Kvale (2007), Dochy et al. (2007), Nespor (2007), Titus (2008), and Etten et al. (2008).”
What makes for effective feedback: staff and student perspectives (2019, background): “An Australian study found a similar mismatch between educators’ espoused feedback theories and practices and their actual feedback behaviours, with actual practices often falling short of individuals’ ideals (Orrell 2006).”
The Nature of Feedback: How Peer Feedback Features Affect Students' Implementation Rate and Quality of Revisions. (2016, background): “…these beliefs are not always reflected in teachers' commenting styles—that is, teachers' feedback to college students often lack any praise and usually includes fewer praise comments than students' feedback to peers (Cho, Schunn, & Charney, 2006; Orrell, 2006; Patchan, Charney, & Schunn, 2009).”
Major influences on the teaching and assessment of graduate attributes (2012, background): “The discrepancy between ‘idealised’ and ‘working’ conceptions has also been identified by Jones (2009), Kane, Sandretto and Heath (2002), Orrell (2006) and Samuelowicz and Bain (1992), amongst others.”
The Value and Effectiveness of Feedback in Improving Students’ Learning and Professionalizing Teaching in Higher Education (2016, background): “Orrell, J. (2006). Feedback on learning achievement: rhetoric and reality. Teaching in Higher Education, 11(4), 441-456 Piccinin, S. J. (2003) Feedback: Key to learning. Halifax, NS: Society for Teaching and Learning in Higher Education. Sadler, D. R. (1985) Evaluation and the improvement of academi”
“I really need feedback to learn:” students’ perspectives on the effectiveness of the differential feedback messages (2009, background): “In the majority of educational settings, a significant portion of a teacher’s time is devoted to the assessment of students (Crooks 1988; Orrell 2006).”
Review of assessment feedback (2014, background): “(2009), only two (Carless 2006; Orrell 2006) are about assessment feedback on under-”
What feedback literate teachers do: an empirically-derived competency framework (2021, background): “We did this to address the specific problem found by Orrell (2006) of the significant disjoint between idealised best practice views espoused by teachers and their actual practices.”