Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback

By Paul Orsmond, S. Merry. 2011

261 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/042596cda0bf2b9af48fae024791148382d79cee

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In Education

Citations in the corpus

The usefulness of feedback (2019, background): “Studies that have explored feedback usefulness often highlight the notion that learners may not always understand comments provided by educators (Henderson et al., 2019; Hendry et al., 2016; Orsmond and Merry, 2011; Price et al., 2010; Rand, 2017).”
Understanding feedback: A learning theory perspective (2013, background): “From behaviourism (Rodriguez et al., 2009; Scheeler et al., 2012), social cultural theory (Orsmond & Merry, 2011), and social constructivism (Martens et al., 2010), feedback should be positive.”
‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it (2017, background): “Motivational feedback is not without its inherent problems, as some researchers have suggested that the feedback at times merely concentrates upon the content of the work rather than developmental areas designed to improve future assessment performance (Orsmond and Merry 2011).”
Facilitating productive use of feedback in higher education (2013, background): “They may, for instance, write down points to remember for future assignments or make reflective analyses of teacher comments (Hyland, 2001; Martens and Dochy, 1997; Orsmond et al., 2005; Orsmond and Merry, 2011).”
Moving feedback forward: theory to practice (2013, background): “Orsmond and Merry ( 2011 ) showed that there is a lack of alignment between tutor and student practice, that is, tutors’ intentions regarding feedback were not always understood by the student receiving the feedback.”
Student perceptions of hidden messages in teacher written feedback (2013, background): “While researchers in other contexts have noted the importance of student perceptions on learning (e.g. Orsmond & Merry, 2011; Pokorny & Pickford, 2010), I cannot claim this context is not unusual.”
The Nature of Feedback: How Peer Feedback Features Affect Students' Implementation Rate and Quality of Revisions. (2016, background): “Moreover, despite the teachers' indications that providing solutions was important for students' writing ability development (Orsmond & Merry, 2011), students received a surprisingly low amount of solutions from their teachers (Duncan, Prowse, Wakeman , & Harrison, 2007; Weaver, 2006).”
What makes for effective feedback: staff and student perspectives (2019, background): “For example, Poulos and Mahony (2008) found that health students at an Australian university were interested not just in modality and timeliness, but also the credibility of the feedback source.”