Beyond feedback: developing student capability in complex appraisal

By Sadler, Grifﬁth Research Online, D. R. Sadler *. 2010

1,110 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0c9e9f95be322f37209cd04774e3f6a77ad819e9

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In Education

Citations in the corpus

Using learning analytics to scale the provision of personalised feedback (2019, background): “…studies pushed the definition of feedback away from the mere provision of information towards a dialogic framework (Hounsell, 2007; Nicol, 2010; Sadler, 2010; Yang & Carless, 2013) and Boud and Molloy (2013b) finally redefined it as a process in which learners obtain information that helps…”
The development of student feedback literacy: enabling uptake of feedback (2018, positive): “Approaches that emphasise feedback as telling are insufficient because students are often not equipped to decode or act on statements satisfactorily, so key messages remain invisible (Sadler 2010).”
Managing dialogic use of exemplars (2017, background): “…to be some variation between the exemplar and the actual task which students are about to tackle (Hendry, Armstrong, and Bromberger 2012). it is also important for students to be exposed to more than one exemplar, so they can discern that quality can be expressed in different ways (Sadler 2010).”
Scaffolding theory: High challenge, high support in Academic Language and Learning (ALL) contexts (2014, background): “It originates from Vygotsky’s (1978) theories of social learning: the view that learning takes place in social environments through interaction with peers and more knowledgeable others.”
The usefulness of feedback (2019, background): “…of essays (Ferguson, 2011; Ryan et al., 2016), the use of unnecessarily complex academic language (Chanock, 2000; Higgins et al., 2001; Mutch, 2003; Sadler, 2010; Winstone et al., 2017), information that is inconsistent between educators, for example, personal preferences of educators in relation…”
Does the use of summative peer assessment in collaborative group work inhibit good judgement? (2018, background): “…alone, suggestions have included frequent exposure to peer feedback and assessment (Nicol, Thomson, and Breslin 2014; Brutus, Donia, and Ronen 2013; Sadler 2010); explicit specification of criteria, benchmarking exercises (Willey and Gardner 2010) and training and calibration of peer assessment…”
Making productive use of exemplars: Peer discussion and teacher guidance for positive transfer of strategies (2016, background): “A powerful rationale for their use is that students need to gain experience in making judgements about work of different quality, create verbalised accounts of how various works could have been improved, and engage in evaluative conversations with teachers and other students (Sadler 2010).”
The power of internal feedback: exploiting natural comparison processes (2020, background): “…comparisons) and generate new perspectives on their own work, or new approaches to how they might produce that work, or insights into what constitutes standards and quality for work of that kind (Sadler 2010; Nicol, Thomson, and Breslin 2014; Nicol 2014; McConlogue 2015; Li and Grion 2019).”
Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2017, background): “Several contributors from HE theorized that future-oriented “process feedback”—especially feedback regarding the development of skills—has greater utility than does task-specific feedback (Carless, 2006; Hattie & Timperley, 2007; Norcini & Burch, 2007), whereas some suggested that a balance between ”
Feedback Dialogues That Stimulate Students' Reflective Thinking (2013, background): “…compare the actual level of performance with the standard, which implies reflective thinking activities like analyzing and evaluating, and (3) engage in appropriate actions to close the gap, which means that students have a repertoire of suitable strategies to draw from (Sadler, 1989, 1998, 2010).”
Staff student partnership in assessment: enhancing assessment literacy through democratic practices (2017, background): “This dissatisfaction may centre on lack of clarity about assessment requirements and understanding marking criteria (Bloxham and West 2004); opacity of feedback, which may lead to students ‘misinterpreting academic discourse’ (Weaver 2006, 392); difficulty in understanding how feedback can be used t”
The effects of gender on group work process and achievement: an analysis through self‐ and peer‐assessment (2014, methodology): “Sadler (2010) proposes the intensive use of purposeful peer-assessment as a pedagogical strategy for the creation of formatively effective teacher–learner interactions.”
Feedback on feedback practice: perceptions of students and academics (2017, background): “…structured, peer feedback can increase opportunities for feedback dialogue, reduce students’ reliance on lecturers, help students appreciate concepts of quality, assist in developing autonomous and self-regulated learners, and prepare students for lifelong learning (Orsmond 2004; Sadler 2010).”
Moving feedback forward: theory to practice (2013, background): “A more social learning format for peer feedback has been seen to effect higher standards in comparison to current practices of tutors telling students about the quality of their work (Sadler 2010).”
Researching feedback dialogue: an interactional analysis approach (2017, background): “Students complain that feedback comments are badly timed, unhelpful and do not address what they want them to address (Kluger and De Nisi 1996; Carless 2006; Sadler 2010; Urquhart, Rees, and Ker 2014).”
Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback (2018, background): “(Sadler 2010, 544) It is, however, problematic as currently these kinds of student capabilities are ‘weakly developed in higher education, even though these skills are highly valued in all aspects of life beyond university’ (Nicol 2011, 8).”