Getting the Message Across: The problem of communicating assessment feedback

By R. Higgins, Peter Hartley, A. Skelton. 2001

508 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/098220706c55c9d3721d4a972bfb282d8f06337e

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In Education

Citations in the corpus

The reflective diary as a method for the formative assessment of self-regulated learning (2018, background): “It is important that students are actively involved in the construction of meaning in order to fully profit from the feedback, for example, through discussions (Higgins, Hartley, and Skelton 2001; Laurillard 2002).”
Reconceptualising assessment feedback: a key to improving student learning? (2011, unknown): “Therefore, assessment has long been viewed as the catalyst for improvement in teaching and learning: ‘If you want to change student learning then change the methods of assessment’ (Brown, Bull, and Pendlebury 1997 , 7), and today the provision of quality feedback is widely perceived as both a key b”
Supervisors' on-script feedback comments on drafts of dissertations: socialising students into the academic discourse community (2014, background): “Feedback may not specify how to improve (Higgens et al. 2001) and students may find feedback difficult to interpret (Chanock 2000; Carless 2006).”
Feedback: focusing attention on engagement (2011, background): “) that will cloud the intended meaning of the message (Higgins, Hartley, and Skelton 2001 ).”
The Conscientious Consumer: Reconsidering the role of assessment feedback in student learning (2002, background): “Discussion between tutors and students about tutors’ expectations may also help as might more open dialogue between tutors themselves to prevent students receiving con icting advice based on different meanings across disciplines (Higgins et al., 2001).”
Using Assessment to Support Student Learning (2010, background): “For example Higgins et al (2001) discuss the failures of communication that take place in feedback.”
Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006, background): “through discussion) before they can be u sed to regulate performance ( Higgins, Hartley and Skelton, 2001; Ivanic, Clark and Rimmershaw, 2000).”
The impact of formative feedback on the development of academic writing (2010, background): “However, whilst reports in the press (e.g. Wojtas 1998, cited in Higgins, Hartley, and Skelton 2001) and in the academic literature have described students’ indifference to feedback comments (Carless 2006; Mutch 2003), there is so far little evidence of the influence of motivation on the uptake of…”
Learning‐oriented assessment: principles and practice (2006, background): “Feedback has long been acknowledged as being central to learning (e.g. Black & Wiliam, 1998; Hattie & Jaeger, 1998), yet is also known to be deeply problematic in modularized higher education (e.g. Higgins et al., 2001).”
Does continuous assessment in higher education support student learning? (2012, background): “Furthermore, feedback needs to be understood as a process of communication between teachers and students (Higgins et al. 2001) and should take the form of assessment dialogues in an attempt to clarify the assessment process (Carless 2006).”
Longitudinal perspectives on students’ experiences of feedback: a need for teacher–student partnerships (2020, background): “It seems partly a communication problem (cf. Higgins et al., 2001) in that the teacher could have articulated better the value of accuracy in good writing and packaged his message in terms of ongoing development rather than frustration with students’ linguistic failings.”
Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2017, background): “Crucially, though, several of the reviewed outputs concurred that learners often feel “bamboozled” by academic terminology (Dowden et al., 2013; Higgins et al., 2001; Jonsson, 2013; Parboteeah & Anwar, 2009; Weaver, 2006).”
Toward a better understanding of student perceptions of writing feedback: a mixed methods study (2015, background): “Similar findings have been found with college students (Higgins et al., 2001).”
The role of students’ emotions in formal feedback situations (2008, background): “( 2001 , 274), who stated that ‘feedback may need to be more dialogical and ongoing’.”