Reconceptualising Feedback in Higher Education : Developing dialogue with students

By S. Merry. 2013

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The power of internal feedback: exploiting natural comparison processes (2020, background): “Ajjawi and Boud (2017, 2018), for example, contend that feedback is a dialogue, as for the student to make sense of the feedback message, and to understand it in the way the sender intended, requires (inter)action by the student as well as by the teacher (see also, Nicol 2010; Merry et al. 2013).”
Feedback on feedback practice: perceptions of students and academics (2017, background): “…that tutors control feedback towards an ongoing dialogic approach that engages students more meaningfully in the assessment and feedback process (Merry et al. 2013; Nicol 2010; Price, Handley, and Millar 2011), and facilitates the development of student self-regulation (Black and McCormick…”
A scholarly approach to solving the feedback dilemma in practice (2016, methodology): “But as has been argued previously (Bryan and Clegg 2006; Merry et al. 2013; Rust 2007), if we take a scholarly and evidence-based approach, and adopt and apply a social constructivist process model of assessment and feedback, there are examples in the literature of demonstrably effective methods…”