The impact of formative feedback on the development of academic writing

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Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2017, background): “The reviewed papers showed undergraduate students claiming that they engage strongly with formative assessment (Perera & Morgan, 2011) and that they subsequently engage in more proactive behaviors as means to improve (Wingate, 2010).”
Students’ perceptions of written feedback in teacher education: ideally feedback is a continuing two-way communication that encourages progress (2013, background): “The extant literature supports teaching students on how to self-regulate (Nicol 2009; Nicol and Macfarlane-Dick 2006) and giving helpful feedback on formative assessment tasks (Wingate 2010).”
Rethinking feedback practices in higher education: a peer review perspective (2014, unknown): “…evidence that they have had any effect on student satisfaction ratings in national surveys, and, indeed, there is a growing number of studies now showing that such enhancements of teacher feedback do not result in improved student learning (e.g. Crisp 2007; Bailey and Garner 2010; Wingate 2010).”