Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students

By S. Robinson, Debbie J. Pope, Lynda Holyoak. 2013

147 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/27819b230a4252121de60e315ef65e74021ed872

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Citations in the corpus

Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2017, background): “Nevertheless, the message itself is important; confusing academic terminology and lack of specificity have been proposed as fundamental barriers to learners’ engagement with feedback processes (e.g., Robinson et al., 2013; Weaver, 2006).”
The usefulness of feedback (2019, background): “Students in their first year of university often find feedback to be different to what they were used to in secondary school and thus have difficulties using it effectively (Robinson et al., 2013).”
Feeling feedback: students’ emotional responses to educator feedback (2017, background): “Students’ expectations and emotional responses to feedback practices in higher education are influenced by previous feedback experiences (Robinson, Pope, and Holyoak 2013), and international students are potentially limited if they are confronted by different sociocultural and academic traditions…”
Feedback on feedback practice: perceptions of students and academics (2017, background): “In contrast, academics often believe their students are receiving timely, extensive and informative feedback (Robinson, Pope, and Holyoak 2013), which is often echoed by much more positive external *Corresponding author.”
Longitudinal perspectives on students’ experiences of feedback: a need for teacher–student partnerships (2020, background): “(year 5) This quotation illustrates the potential fragility of students in the early stages of their university education (cf. Robinson et al., 2013) and also reveals change over time as repeated success brings increased resilience and a stronger focus on improvement.”
What makes for effective feedback: staff and student perspectives (2019, background): “…post-2010 study on perceptions of feedback focuses on a single discipline at a single institution, with a convenience sample of less than 200 student research participants and no staff participants (e.g. Dowden et al. 2013; Robinson, Pope, and Holyoak 2013; Bayerlein 2014; Pitt and Norton 2017).”
The development of student feedback literacy: enabling uptake of feedback (2018, unknown): “Without the skills to interpret comments received, few students are successful in acting on feedback (Robinson, Pope, and Holyoak 2013).”