Generating dialogue in assessment feedback: exploring the use of interactive cover sheets

By Sue Bloxham *, L. Campbell. 2010

167 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/395e4c9473c7048c8a9a8012d0e084e6c5c852dc

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

A collaborative learning approach to dialogic peer feedback: a theoretical framework (2020, background): “Empirical studies noted that dialogue can elevate the impact of feedback on learning and achievement (Bloxham and Campbell 2010; Nicol 2010; Gikandi, Oyc, and Morrow 2015).”
Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2017, background): “…with undergraduate students, reported that these learners believed they were more likely to follow the guidance contained in feedback they had specifically requested and that this tailored feedback was effective in promoting dialogue between them and their graders (Bloxham & Campbell, 2010).”
Quality of Feedback in Higher Education: A Review of Literature (2020, background): “, Bloxham and Campbell [33] examined the use of cover sheets to spur productive dialogue between tutors and students), and outcomes in these types of studies indicated the potential for impact on overall feedback quality and its use (e.”
From monologue to dialogue: improving written feedback processes in mass higher education (2010, background): “Bloxham and Campbell (2010) have tested this approach with first-year students and found positive learning benefits, although they also found that some students had difficulty formulating high-level”
The need to disentangle assessment and feedback in higher education (2020, background): “The simplest way in which this can be done is through an interactive cover sheet, where students identify how they have used feedback from prior tasks to inform the current submission, and can request comments on particular aspects of their work (e.g. Bloxham & Campbell, 2010).”
Moving feedback forward: theory to practice (2013, background): “Bloxham and Campbell ( 2010 ) developed interactive feedback cover sheets which required students to comment on what they wanted from feedback.”
What feedback literate teachers do: an empirically-derived competency framework (2021, background): “…to identify particular kinds of feedback information they need • uses nested assessments in which input is given in stages in building a more substantial outcome Bloxham and campbell 2010; nicol 2010; crimmins et al. 2016 11 constructs and implements tasks and accompanying feedback…”
The development of student feedback literacy: enabling uptake of feedback (2018, unknown): “The acquisition of tacit knowledge of feedback processes emerges through observation, imitation, participation and dialogue (Bloxham and Campbell 2010).”