Assessment for Learning: The differing perceptions of tutors and students

2001

160 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/3d3b566976eb125f0a80141945c14d765f57143b

Citations in the corpus

• From monologue to dialogue: improving written feedback processes in mass higher education (2010, unknown): “…is a significant body of research showing that students frequently do not share their teacher’s understanding of the assessment requirements, and that this weak contextual understanding undermines learning and feedback (Hounsell 1997; MacLellan 2001; Norton 1990; Rust, Price, and O’Donovan 2003).”
• Feedback-dialogues: exploring the student perspective (2012, unknown): “…problematic, one of the most notable is that numerous studies have stressed that students find feedback difficult to understand, and that lecturers often find it difficult to explain what they mean (Chanock 2000; Higgins, Hartley, and Skelton 2001; Lea and Street 1998; Maclellan, 2001).”
• Enhancing feedback in higher education: Students’ attitudes towards online and in-class formative assessment feedback models (2017, unknown): “Research has shown that when students have a poor understanding of assessment criteria, they are less likely to produce quality work (MacLellan, 2001; Nicol et al., 2014).”
• Students’ assessment preferences, perceptions of assessment and their relationships to study results (2008, unknown): “This general feeling that is experienced by many teachers, can also be underpinned by research results: MacLellan (2001), for example, used a questionnaire asking students and teaching staff about the purposes of their assessment, the nature and difficulty level of the tasks which were assessed, the…”
• Authentic assessment, student and teacher perceptions: the practical value of the five‐dimensional framework (2006, unknown): “Second, student and teacher perceptions of assessment characteristics are found to differ (MacLellan, 2001; Ngar-Fun, 2005).”
• Is the feedback in higher education assessment worth the paper it is written on? Teachers' reflections on their practices (2010, unknown): “Maclellan (2001) states that staff and students may have different perceptions of assessment for learning and attributes this, in part, to teachers’ use of assessment practices which militate against formative learning and consequently restrict students’ views of the utility feedback. Yorke (2003) p”
• Differing perceptions in the feedback process (2006, unknown): “Maclellan (2001) argues that unless students are monitoring and regulating the quality of their own learning, feedback in itself, regardless of the degree of detail, is unlikely to generate improvement in learning.”
• Do students value feedback? Student perceptions of tutors’ written responses (2006, unknown): “Maclellan (2001) also questioned students’ conception of feedback, but suggested that improvement in learning occurs when students perceive feedback as enabling learning, and not just as a judgement on their level of achievement.”
• Reconceptualising assessment feedback: a key to improving student learning? (2011, unknown): “…promptly’ (Gibbs and Simpson 2004, 20), whilst on the other hand research shows that lecturers often believe their feedback to be more useful than students do (Carless 2006; MacLellan 2001), and Williams and Kane (2009) suggest students need dialogue with tutors to help them interpret comments.”
• Feeding forward: using feedback to promote student reflection and learning – a teaching model (2010, unknown): “As a result, students do not find feedback to be routinely helpful (Maclellan, 2001), and may feel so disempowered by not having the opportunity to discuss and to question it, that they disengage from learning from it (Hyatt, 2005).”
• Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students (2013, unknown): “…the focus of feedback should move away from a judgement on a student’s level of achievement (giving a grade) and should include more information (including both critical and positive comments) which enable the student to reflect, develop and improve his or her performance (MacClellan 2001).”
• Facilitating productive use of feedback in higher education (2013, unknown): “The same message is reiterated in other studies: MacLellan (2001) concludes that the student view of assessment is a depressing one since the students do not use assessment to improve their learning, and less than half of the students in a study by Sinclair and Cleland (2007) actually collected…”