Assessment for Learning: The differing perceptions of tutors and students

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Authentic assessment, student and teacher perceptions: the practical value of the five‐dimensional framework (2006, background): “Second, student and teacher perceptions of assessment characteristics are found to differ (MacLellan, 2001 ; Ngar‐Fun, 2005 ).”
Feedback : all that effort, but what is the effect? (2010, background): “The student’s ability or willingness to do this might depend on the emotional impact of feedback (Layder 1997), a student’s pedagogic intelligence (Hutchings 2005) or the student’s past experiences (Maclellan 2001).”
Written Feedback for Students: too much, too detailed or too incomprehensible to be effective? (2006, background): “For example, Maclellan (2001) reported that most students in her research did not view feedback on their learning as either routinely helpful in itself or as a catalyst for discussion (p316).”
Differing perceptions in the feedback process (2006, background): “Maclellan (2001) argues that unless students are monitoring and regulating the quality of their own learning, feedback in itself, regardless of the degree of detail, is unlikely to generate improvement in learning.”