The quality of guidance and feedback to students

By D. Hounsell, Velda McCune, J. Hounsell, J. Litjens. 2008

371 citations recorded by the source corpus.

Subfields: Education, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/479f7319baedaa17010a002e1550a1664f68d1b7

How researchers see this paper

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

In Education

1. D. Carless
2. David Boud
3. A. Jonsson
4. Sue Bloxham *
5. M. Price
6. L. Campbell
7. Min Yang
8. Paul Orsmond

In Public Health, Environmental and Occupational Health

1. Sue Bloxham *
2. R. de Luca
3. A. Jonsson
4. Jinrui Li
5. L. Campbell
6. D. Carless

Citations in the corpus

• Summative co-assessment: A deep learning approach to enhancing employability skills and attributes (2014, background): “Appropriate and constructive feedback plays a vital and influential role in effective student learning (Dochy et al., 1999; Hattie and Timperley, 2007; Hounsell et al., 2008; Nicol and Macfarlane-Dick, 2006) and enables the development of reliable and valid self-assessment.”
• Quality of Feedback in Higher Education: A Review of Literature (2020, background): “Some articles demonstrated a lack of expectations to act on the provided feedback (e.g., Stern and Solomon, [40] described as steps for preliminary guidance, ongoing clarification, supplementary supports, and feeding forward by Hounsell, McCune, Hounsell, and Litjens [41]), Another mismatch was the ”
• Feeding forward: using feedback to promote student reflection and learning – a teaching model (2010, background): “…students to become more actively involved in monitoring their own progress (Mutch, 2003), and provides them with a vehicle to feed forward (Hounsell et al., 2008) to future work, reinforcing Mutch’s (2003) view that designing opportunities for reflection is important and valuable to…”
• Marking and moderation in the UK: false assumptions and wasted resources (2009, background): “The gap between procedure and practice is reflected in a conspicuous divergence between how well institutions think they do assessment and general student dissatisfaction with it, for example in relation to the helpfulness of feedback (Hounsell et al. 2006; National Student Survey 2006; Crook, Gross”
• Constructive guidance and feedback for learning: the usefulness of exemplars, marking sheets and different types of feedback in a first year law subject (2011, background): “Staff should also be able to provide feedback referenced to defined criteria and standards, for example by using marking schemes (rubrics) (Armstrong et al. 2008) or ‘pro formas’ (Hounsell et al. 2008).”
• Authentic assessment: creating a blueprint for course design (2018, background): “Steps three and four of the model are necessarily integrated as a cyclical process of guidance and feed-back loops (Hounsell et al. 2008), which enable students to both improve their learning and develop evaluative judgement.”
• Review of assessment feedback (2014, methodology): “With similar data collection methods but a larger number of participants, Hounsell et al. (2008) studied the quality of feedback and assessment guidance to students.”
• How does student peer review influence perceptions, engagement and academic outcomes? A case study (2014, background): “Participating in a well-designed peer review exercise requires students to engage with the assessment criteria for the piece they are reviewing (Hounsell et al. 2008), which can benefit their own work.”
• Moving feedback forward: theory to practice (2013, background): “Nicol’s and Macfarlane-Dick’s seven principles (2006), Hounsell et al.’s feedback loop (2008)).”
• The feedback triangle and the enhancement of dialogic feedback processes (2013, background): “The structural limitations of mass higher education are also a barrier to the development of feedback processes (Hounsell et al. 2008).”
• Cultivating the Disposition to Understand in 21st Century University Education. (2011, background): “Assessment which is perceived by students as rewarding understanding, alongside feedback which is timely and informative, are key drivers of fully engaged learning for understanding (Black & Wiliam, 1998; Hounsell et al., 2008; Sadler, 1998).”
• Peer review in higher education: Student perceptions before and after participation (2014, background): “This helps them to appreciate the criteria for good learning, or ‘what counts as good quality work in the subject area’ (Hounsell et al., 2008: p.55).”
• Student perceptions of quality feedback in teacher education (2011, background): “Hounsell, McCune, Hounsell, and Litjens ( 2008 , 64) indicated that ‘enhancing the quality of feedback … may be harder to achieve in larger team‐taught courses’ (such as the two units selected for this study) for a number of reasons.”
• Beyond feedback: developing student capability in complex appraisal (2010, background): “This has led to considerable research directed towards the construction of efficient ways of creating and communicating feedback (Carless 2007; Duncan 2007; Hounsell et al. 2008), and analyses of”