Student feedback, Learning and Development

By D. Hounsell. 2003

163 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1409b3557c8771ceb0dedc5798d6d0f9aad7ffdc

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Citations in the corpus

• Reconceptualising assessment feedback: a key to improving student learning? (2011, background): “However, whilst seminal research has been conducted on the assessment experience of students in schools (Black and Wiliam 1998; Black et al. 2003) and universities (Hounsell 2003), there are few studies that investigate the impact of the former on the latter.”
• Facilitating productive use of feedback in higher education (2013, background): “As noted by Hounsell (2003), the studies available on students’ perceptions and use of feedback are neither large in number nor in scope.”
• Exploring learning-oriented assessment processes (2014, background): “…issue, for example, ‘ondisplay assignments’, such as oral presentations or posters in which work is openly evident to peers rather than just privately submitted to tutors (Hounsell 2003) provide opportunities for student appreciation of quality and associated development of evaluative expertise.”
• Fast and effective feedback: are model answers the answer? (2007, background): “● Uncertainty about criteria and contexts – Hounsell (2003) suggests that some students misunderstand guidance and feedback because they do not understand the professional assumptions and requirements (‘the academic discourse’) of a particular subject.”
• Aligning assessment with long‐term learning (2006, background): “(p. 477) From a similar perspective in relation to the use of feedback on student work, Hounsell (2003) identifies ‘growing concerns that the provision of feedback on assignments may be in decline’ (p. 68).”
• The quality of guidance and feedback to students (2008, methodology): “Developments in approaches have taken various forms, including the use of criterionspecific marking and commenting pro formas; involving students themselves in generating feedback; and the rise of collaborative authorship and ‘on-display’ assignments, such as oral and poster presentations, both of w”
• Developing sustainable feedback practices (2011, background): “Feedback is central to the development of student learning (Hattie and Timperley 2007; Hounsell 2003), yet there is an increasing body of evidence that current feedback practices are not fit for purpose.”
• Is the feedback in higher education assessment worth the paper it is written on? Teachers' reflections on their practices (2010, background): “However, Hounsell (2003, 2007) laments that in British higher education it has languished in a ‘Cinderella status’ on the margin of institutional structures and processes and has attracted little research interest or attention.”