Facilitating productive use of feedback in higher education

By A. Jonsson. 2013

409 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b10e0170cc9a5af570d49a7bd43287e6dc92a7a8

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In Education

Citations in the corpus

Staff student partnership in assessment: enhancing assessment literacy through democratic practices (2017, background): “This dissatisfaction may centre on lack of clarity about assessment requirements 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 t”
Formative assessment and feedback for learning in higher education: A systematic review (2021, background): “In higher education (HE), both topics have received considerable attention in recent years with proponents linking assessment and feedback— and strategies for these— to educational, social, psychological and employability benefits (Gaynor, 2020; Jonsson, 2013; van der Schaaf et al., 2013).”
A collaborative learning approach to dialogic peer feedback: a theoretical framework (2020, background): “Instructors can help such groups by enhancing their understanding of the associated concept as well as the assessment criteria and by providing concrete examples of feedback (Jonsson 2013).”
From feedback to revisions: Effects of feedback features and perceptions (2020, background): “In spite of the frequently large influence of feedback on learning, a number of students do not use the feedback that they receive (Jönsson, 2013).”
Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2017, background): “At the most basic level, feedback is unlikely to be used effectively if it is unclear or insufficiently detailed (Beaumont et al., 2011; Burke, 2009; Jonsson, 2013).”
The Use of Scoring Rubrics for Formative Assessment Purposes Revisited: A Review. (2013, background): “So why would this be easier with rubrics, as compared to for instance feedback, where many students have been shown to have great problems understanding the academic discourse (Jonsson, 2013)?”
Student perceptions of assessment feedback: a critical scoping review and call for research (2020, background): “Even more importantly, previous reviews (e.g. Jonsson, 2013; Smith & Lipnevich, 2018) have all emphasized the dubious methodological quality and limited scope of studies that were used to examine student perceptions of feedback.”
Rubrics as a way of providing transparency in assessment (2014, background): “However, this also depends on the educational level at which the studies are performed, as students seem to become less dependent on training and explanations as they proceed through the educational system (Jonsson and Svingby 2007; Panadero and Jonsson 2013).”
Building Feedback Literacy: Students’ Perceptions of the Developing Engagement With Feedback Toolkit (2019, background): “To consider some of the possible reasons, Jönsson (2013) reviewed the research literature on students’ use of feedback, and concluded that students can find it difficult to use feedback when it comes too late to be useful, when it is insufficiently detailed or individualized, or when it is seen as…”
Mind the gap! Students’ use of exemplars and detailed rubrics as formative assessment (2014, background): “Although there has been some excellent work in this area recently (see, e.g., Jonsson 2013), and of course McKeachie’s classic work on teaching in higher education (Svinicki and McKeachie 2012) contains excellent suggestions on formative assessment, formative feedback is not common compared to…”