“I really need feedback to learn:” students’ perspectives on the effectiveness of the differential feedback messages

By Anastasiya A. Lipnevich, Jeffrey K. Smith. 2009

156 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/534a06fc2136268e87fb69e17df064257f7c2c58

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In Education

Citations in the corpus

‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it (2017, background): “Research has suggested that many students prefer positive comments, which they seem to be able to identify easier than those suggesting negative connotations (Lipnevich and Smith 2009).”
Facilitating productive use of feedback in higher education (2013, background): “…in the very near future (Ball et al., 2009; Brown and Glover, 2006; Carless, 2006; Drew, 2001; Ferguson, 2011; Higgins et al., 2002; James, 2000; Lipnevich and Smith, 2009; Pitts, 2005; Rea and Cochrane, 2008; Rice et al., 1994; Scott et al., 2009; Séror, 2009; Weaver, 2006; Whitington et al.,…”
Mind the gap! Students’ use of exemplars and detailed rubrics as formative assessment (2014, background): “Results of the test of equality of variance (Lipnevich and Smith 2009) yielded a nonsignificant result (F (2, 97) = 1.56, p = 0.21), indicating that the homogeneity of variances assumption was met; the Shapiro–Wilk test was also non-significant (p = 0.”
Student perceptions of assessment feedback: a critical scoping review and call for research (2020, background): “Student perceptions of feedback have been identified as an important factor in determining the impact of feedback on learning (e.g. Carless, 2006; Havnes, Smith, Dysthe, & Ludvigsen, 2012; Jonsson, 2013; Lipnevich & Smith, 2009; Rakoczy, Harks, Klieme, Blum, & Hochweber, 2013; Wellington, 2010).”
Enhancing the assessment experience: improving student perceptions, engagement and understanding using online video feedback (2016, background): “It is this ability to provide greater depth of explanatory feedback that may be required to engage students (Crook et al., 2012; Evans, 2013; Lipnevich & Smith, 2009; Thompson & Lee, 2012).”
Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2017, background): “…Frutos-Morales, & Prendes-Espinosa, 2012; Geddes, 2009; Nicol, 2009), electronic voting systems (Lymn & Mostyn, 2010), or automated feedback systems (Lipnevich & Smith, 2009) but were less enthusiastic about receiving feedback via Short Message Service (i.e., text messaging; Brett, 2011).”