Effectiveness of feedback: the students’ perspective

By A. Poulos, Mary Jane Mahony. 2008

550 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/357da74b7059b2c061aa7a73e8869909b96beaee

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Citations in the corpus

What makes for effective feedback: staff and student perspectives (2019, background): “Student participants in other qualitative studies (e.g. Poulos and Mahony 2008) often mentioned criteria as an effective reference point for feedback.”
The whole is greater than the sum of its parts: a large-scale study of students’ learning in response to different programme assessment patterns (2014, background): “One of feedback’s broad tasks is communication between lecturers and students about standards (Poulos and Mahony 2008, 144).”
‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it (2017, background): “One of the barriers to effective feedback in one-to-one meetings is explained by Poulos and Mahony (2008), who suggested that some students do not feel that they can interact with their lecturer due to their own confidence level and a lack of established relationship.”
Student perceptions of classroom feedback (2013, background): “How students interpret and deal with feedback is important information to make formative assessment support learning, and involves both psychological states and dispositions (Butler and Winne 1995; Dweck 1986; King, Schrodt, and Weisel 2009; Poulos and Mahony 2008).”
Promises and challenges of generative artificial intelligence for human learning (2024, unknown): “Providing detailed feedback regularly is laborious and time consuming, adding to educators’ workloads, especially as students perceive timely feedback as the most effective 37 .”
The usefulness of feedback (2019, background): “Due to this, educators should provide feedback comments that will help first-year students to transition to the feedback cultures in higher education (Cramp, 2011; Poulos and Mahony, 2008).”
Quality of Feedback in Higher Education: A Review of Literature (2020, background): “, Poulos and Mahony [35]) or previous preparation (initial licensure/lateral entry students versus students who have previous lesson plan writing experience).”
The need to disentangle assessment and feedback in higher education (2020, background): “In a focus group study by Poulos and Mahony (2008), students reported that feedback on assignments that occur towards the end of a module is perceived as irrelevant, as there is no opportunity for them to enact the advice.”
Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses (2014, background): “To date, most research on student understandings of feedback has been conducted in tertiary settings (e.g. Brown 2007; Carless 2006; Higgins et al. 2002; Nesbit and Burton 2006; Poulos and Mahony 2008; Weaver 2006), leading to a gap in the literature related to student perspectives within primary an”
Feedback on feedback practice: perceptions of students and academics (2017, background): “Though there are varied views, some common identifiable characteristics of effective feedback include that which is appropriate (Mory 2004), detailed and specific (HEA 2013; Poulos and Mahony, 2008), perceived to be personal to the student (Ferguson, 2011), encouraging, motivational and constructive”
Feeling feedback: students’ emotional responses to educator feedback (2017, methodology): “The significance of these negative responses should not be discounted; for instance, in cases where self-blame is an outcome, students who lose faith in their own abilities have been reported to be more likely to withdraw from study altogether (Thayer 1973; Poulos and Mahony 2008).”
From monologue to dialogue: improving written feedback processes in mass higher education (2010, background): “Lizzio and Wilson 2008 ; Orsmond, Merry, and Reiling 2005 ; Poulos and Mahony 2008 ).”
Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students (2013, background): “As a result, positive feedback can aid transition to studying at university by offering reassurance to a student of their ability to complete work at degree level (Poulos and Mahony 2008 ).”
Facilitating productive use of feedback in higher education (2013, background): “Furthermore, students (especially those with low levels of self-esteem) might react negatively to overtly negative comments (Ferguson, 2011; Pitts, 2005; Poulos and Mahony, 2008; Rice et al., 1994; Weaver, 2006; Young, 2000).”