What am I supposed to make of this? : the messages conveyed to students by tutors' written comments.

By R. Ivanič, R. Clark, R. Rimmershaw. 2000

186 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4dcc1806fbf8872116f8f870f4c183bd6e8bdf21

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Citations in the corpus

Facilitating productive use of feedback in higher education (2013, methodology): “In relation to feedback, this can be done by keeping away from using imperatives, by not having an insensitive tone, or by not giving mainly evaluative comments (Connors and Lunsford, 1993; Hyatt, 2005; Ivanič et al., 2000; Mutch, 2003).”
Formative and shared assessment in higher education. Lessons learned and challenges for the future (2017, background): “Thus, the teacher’s feedback, based on the monitoring and assessment of student performance, must be interpreted and internalised by the student before it can influence subsequent action (Ivanic, Clark, and Rimmershaw 2000).”
Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006, background): “…is strong evidence that feedback messages are invariably complex and difficult to decipher, and that students require opportunities to construct actively an understanding of them (e.g. through discussion) before they can be used to regulate performance (Ivanic et al., 2000; Higgins et al., 2001).”
Supervisors' on-script feedback comments on drafts of dissertations: socialising students into the academic discourse community (2014, background): “Feedback, however, may not be clearly communicated or understood by some students (Ivanic et al. 2000).”
Review of assessment feedback (2014, result): “Stern and Solomon (2006) compared the comments on papers for English courses with those for other subjects; unlike what was found by Ivanic et al. (2000), few differences were found except”
The impact of formative feedback on the development of academic writing (2010, background): “Some of these studies identified mismatches between teachers’ and students’ understanding of requirements of academic writing, as well as students’ inability to understand teachers’ comments on their writing (Hounsell 1987; Ivanic, Clark, and Rimmershaw 2000).”
Is the feedback in higher education assessment worth the paper it is written on? Teachers' reflections on their practices (2010, methodology): “…of assessment criteria (e.g. Higgins, Hartley, and Skelton 2002a, 2002b; Penny and Grover 1996); students’ experience and perception of feedback (e.g. Carless 2006; Hounsell 1987) and the language used in feedback (e.g. Ivanič, Clark, and Rimmershaw 2000; Lea and Street 2000; Mutch 2003).”
Is it worth the effort? How feedback influences students’ subsequent submission of assessable work (2007, background): “As the interpretation of feedback can have a direct bearing on a student’s beliefs as to how good a student he/she is (Ivanic et al., 2000), it may be that students who are satisfied with the mark they received are not inclined to take on feedback which would result in higher marks on subsequent occ”