The mythology of feedback

By A. Adcroft. 2011

122 citations recorded by the source corpus.

Subfields: Education, Law

View Paper: https://www.semanticscholar.org/paper/9922d2d20906bbd54be421b2406029852dbc4be7

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. David Boud
2. D. Carless
3. Michael Henderson
4. Tracii Ryan
5. Min Yang
6. Elizabeth Molloy
7. Robyn McCarthy
8. Helen Yost

In Law

1. Min Yang
2. Tracii Ryan
3. David Boud
4. Michael Henderson
5. D. Carless

Citations in the corpus

• Students’ perceptions of written feedback in teacher education: ideally feedback is a continuing two-way communication that encourages progress (2013, background): “Two recent studies (Adcroft 2011; Orsmond and Merry 2011) provide further evidence that tutors’ and students’ perceptions of written feedback are different, but neither study discussed the role of emotion with regard to mediating students’ perceptions.”
• Feeling feedback: students’ emotional responses to educator feedback (2017, methodology): “…were selected, and permission to use and modify items was obtained from the authors of the following six: the 15-item Feedback Questionnaire (Adcroft 2011), the Teachers’ Conceptions of Feedback Inventory (Harris and Brown 2008), the Student Conceptions of Feedback Inventory (Version 3)…”
• Developing a learning-centred framework for feedback literacy (2019, background): “For example, it has been documented that students and teachers have different views about what feedback refers to (Carless 2006; Adcroft 2011; Dawson et al. 2019), and that feedback designs in higher education are wanting (Esterhazy and Damşa 2019). There is also a growing recognition that while tea”
• Teacher feedback literacy and its interplay with student feedback literacy (2020, unknown): “…and students, however, hold different conceptions and mythologies of feedback in that teachers believe more strongly than students that feedback is a central mechanism for improvement (Adcroft 2011), and teachers perceive that their feedback is more useful than their students do (Carless 2006).”
• The development of student feedback literacy: enabling uptake of feedback (2018, unknown): “Through dialogue, teachers can strive to reduce dissonances between teacher and student views about feedback, in that academics see it as more central to ongoing learning than students (Adcroft 2011).”
• The feedback triangle and the enhancement of dialogic feedback processes (2013, methodology): “Dialogue is also a useful tool for reconciling the different perceptions of teachers and students of the feedback process which have been discussed by a number of researchers (Adcroft 2011; Carless 2006; Maclellan 2001).”
• Longitudinal perspectives on students’ experiences of feedback: a need for teacher–student partnerships (2020, background): “It seems to exemplify a dissonance between teachers and students illustrated in the literature (Adcroft, 2011) in that the content and manner of teacher commentary was not what the student wanted.”