Conditions Under Which Assessment Supports Students’ Learning

2005

377 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/76768069bc64ac9f5dc961b5ee7a702a3dd1fad9

Citations in the corpus

• Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006, unknown): “One fruitful area of investigation is that currently being conducted by Gibbs and Simpson (2004) on the relationship between feedback and the time students spend on task.”
• Is the feedback in higher education assessment worth the paper it is written on? Teachers' reflections on their practices (2010, unknown): “They believe, in a system in which turnover is high and the focus is on assessment, students become instrumentally motivated, focusing on marks rather than the educational value of written comments (Gibbs and Simpson 2004–2005 ; Higgins, Hartley, and Skelton 2002b ).”
• A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum (2010, unknown): “The potential embarrassment of colleagues—rather than teachers—judging their work brings about an increase in the time and effort students spend on assignments (Tsui & Ng, 2000 ; Pope, 2001 ; Gibbs & Simpson, 2004 ).”
• Differing perceptions in the feedback process (2006, unknown): “In a discussion of the conditions under which assessment supports learning, Gibbs and Simpson ( 2004 ) highlight the importance of feedback being understandable, timely and acted upon by students.”
• Learning‐oriented assessment: conceptual bases and practical implications (2003, unknown): “Formative assessment is also said to be in decline (Gibbs & Simpson, 2004 ) or failing to fulfil its potential (Knight & Yorke, 2003 ).”
• From copying to learning: using exemplars to engage students with assessment criteria and feedback (2011, unknown): “Lack of engagement with feedback is a serious problem because unless students engage with it, feedback cannot be effective, which means that time spent by tutors preparing it is wasted (Gibbs and Simpson 2004 ).”
• Understanding feedback: A learning theory perspective (2013, unknown): “…information about progress or the next step, as Rodriguez et al. (2009) from behaviourism, Espasa and Meneses (2010) and Orsmond and Merry (2011) from social cultural theory, and Hattie and Timperley (2007), Gibbs and Simpson (2004), and Li et al. (2010) suggested from social constructivism.”
• Feeding forward: using feedback to promote student reflection and learning – a teaching model (2010, unknown): “Good quality feedback must be accurate, timely, comprehensive, and appropriate but also accessible to the learner, have catalytic and coaching value, and inspire confidence and hope (Gibbs & Simpson, 2004 ; Sadler, 1998 ; Weaver, 2006 ).”
• Feedback on feedback practice: perceptions of students and academics (2017, unknown): “A number of conceptual models for good practice in feedback have been developed (Gibbs and Simpson 2004; Hounsell 2007; Nicol and Macfarlane-Dick 2006).”
• Feedback: focusing attention on engagement (2011, unknown): “Furthermore, academic staff have found that ‘it is not inevitable that students will read and pay attention to feedback even when that feedback is lovingly crafted and provided promptly’ (Gibbs and Simpson 2004 , 20).”
• The whole is greater than the sum of its parts: a large-scale study of students’ learning in response to different programme assessment patterns (2014, unknown): “There is ample evidence that feedback needs to reach students while it still matters, in time for it to be remembered and impact on future work (Gibbs and Simpson 2004; Nicol and McFarlane-Dick 2006).”
• Feedback : all that effort, but what is the effect? (2010, unknown): “However, the feedback process is considered limited in its effectiveness because, despite evidence of students’ thirst for feedback (Hyland 2000 ; O’Donovan, Price, and Rust 2001 ), students do not necessarily read their feedback (Hounsell 1987 ) or, if they do, they may not understand or use it ”
• Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2017, unknown): “The literature highlights that whereas some learners do engage well (e.g., Higgins, Hartley, & Skelton, 2002), there are myriad examples of poor engagement, ranging from skim-reading comments (Gibbs & Simpson, 2004) to failing to collect feedback at all (Sinclair & Cleland, 2007).”