Do students value feedback? Student perceptions of tutors’ written responses

By M. Weaver. 2006

796 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/96363e2f4f6ed9c48a3fbfcb0b1ab679c1ed898c

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In Education

Citations in the corpus

Feeding forward: using feedback to promote student reflection and learning – a teaching model (2010, background): “It is timely (Weaver, 2006), encourages 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…”
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): “Students’ perceptions of poor feedback is that it is vague, overly critical and unrelated to assessment criteria, and contains no guidance or suggestions about how they could improve their future performance (Carless 2006; Weaver 2006).”
‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it (2017, background): “This is an important finding given that previous literature has reported that some students are only concerned with the grade outcome rather than any improvement in the next assessment-related feedback (e.g. Carless 2006; Weaver 2006).”
Student perceptions of quality feedback in teacher education (2011, background): “In recent years a growing body of research in tertiary education contexts considering feedback and its importance in student learning has appeared (e.g. Higgins, Hartley, and Skelton 2001; Hounsell, Hounsell, McCune, and Litjens 2005; Weaver 2006; Brown 2007; Case 2007; Huxham 2007; Rushton et al. 2”
Understanding feedback: A learning theory perspective (2013, background): “…from both social cultural theory and social constructivism, feedback should be balanced between positive and negative remarks (Brinko, 1993; Gielen et al., 2010; Weaver, 2006), should be balanced with the grade (Pokomy & Pickford, 2010; Weaver, 2006), and based on actual data (Li et al., 2010).”
Student Perceptions and Preferences for Feedback (2009, result): “As shown in previous research (Higgins, Hartley & Skelton, 2002; Hyland, 2000; Weaver, 2006), the authors found that students valued feedback and were aware of its importance to improved learning outcomes.”
Staff student partnership in assessment: enhancing assessment literacy through democratic practices (2017, background): “…and understanding marking criteria (Bloxham and West 2004); opacity of feedback, which may lead to students ‘misinterpreting academic discourse’ (Weaver 2006, 392); difficulty in understanding how feedback can be used to improve skills or be applied to future assignments (Blair and McGinty…”
Strategies for using feedback students bring to higher education (2009, background): “However, Weaver (2006) found that on average only 4% of students surveyed used study skills books for guidance in their use of feedback.”
Beyond feedback: developing student capability in complex appraisal (2010, background): “2008), and analyses of student responses to feedback (Chanock 2000; Orsmond, Merry, and Reiling 2005; Nesbit and Burton 2006; Weaver 2006; Lizzio and Wilson 2008; Poulos and Mahony 2008; Walker 2009).”
Student perceptions of hidden messages in teacher written feedback (2013, background): “(Politics & Economics) My interviews, however, echoed research which suggests students believe feedback comments could be more helpful (e.g. Weaver, 2006) and this is especially the case when discussing feedback on their subject assignments.”
Building Feedback Literacy: Students’ Perceptions of the Developing Engagement With Feedback Toolkit (2019, background): “Numerous studies suggest that students do not always feel sufficiently equipped to implement the feedback they receive (e.g., Weaver, 2006; Burke, 2009), and indeed, the research literature contains many examples of minimal engagement with feedback by students (e.g., Gibbs and Simpson, 2004;…”
Facilitating productive use of feedback in higher education (2013, background): “…and Smith, 2009; Pitts, 2005; Poulos and Mahony, 2008; Price et al., 2010; Rea and Cochrane, 2008; Regan, 2010; Rice et al., 1994; Séror, 2009; Weaver, 2006; Whitington et al., 2004), and they make both more revisions and more accurate revisions if told exactly what to do (Baker and Hansen…”
Fast and effective feedback: are model answers the answer? (2007, background): “Weaver (2006) identifies a tendency for tutors to comment mainly on weaknesses in personal feedback, and suggests that this is a problem.”
The impact of formative feedback on the development of academic writing (2010, positive): “Investigations of students’ perceptions of assignment feedback offer reasons why feedback comments are perceived as unhelpful and therefore cannot be used (Carless 2006; Walker 2009; Weaver 2006).”