Feedback on assessment: students’ perceptions of quality and effectiveness

By Alf Lizzio *, K. Wilson. 2008

339 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b2a0bec10273aabe8b9e98f3c087c71e9c42c6c6

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In Education

Citations in the corpus

From monologue to dialogue: improving written feedback processes in mass higher education (2010, background): “There is a large and growing body of literature about the deficiencies in the formulation of feedback comments and many researchers have identified ways of improving them (e.g. Lizzio and Wilson 2008; Poulos and Mahony 2008; Walker 2009; Weaver 2006).”
From feedback to revisions: Effects of feedback features and perceptions (2020, background): “Others have also found that some students do not have a clear understanding of what the comment means and what is needed to improve (Weaver, 2006), usually because of the contents of the feedback: it is vague, unclear, brief, or lacks useful information (Lizzio & Wilson, 2008).”
Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance (2012, background): “Indeed, feedback providing strategies is perceived by students as having a developmental focus (Lizzio & Wilson, 2008).”
Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students (2013, background): “In addition, markers should aim to give balanced feedback with both positive and negative feedback comments in combination as this has been found to be more beneficial than when just negative comments are used (Lizzio and Wilson 2008).”
Perceptions of effectiveness, fairness and feedback of assessment methods: a study in higher education (2015, background): “This would enable us to build on earlier work in this field (Lizzio and Wilson 2008; Fernandes, Flores, and Lima 2012) especially in regard to the nature, context and socioemotional features associated with feedback.”
Feeling feedback: students’ emotional responses to educator feedback (2017, methodology): “…of Feedback Inventory (Harris and Brown 2008), the Student Conceptions of Feedback Inventory (Version 3) (Irving and Peterson 2007), the Assignment Feedback Questionnaire (Lizzio and Wilson 2008), the Feedback Practices survey (Pereira et al. 2016) and the Y1Feedback Staff Survey (Y1feedback 2016).”
Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance (2018, background): “…goal of the task (analysis, evaluation), provide suggestions on how to advance towards that goal (revision), and provide explanatory information on either the gap between current and goal performance or the suggested revision (explanation) (Hattie and Timperley 2007; Lizzio and Wilson 2008).”
Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility (2011, background): “Learners themselves prefer detailed feedback over that which is nonspecific or impersonal (Higgins, Hartley, & Skelton, 2002; Lizzio & Wilson, 2008).”
Towards a personal best: a case for introducing ipsative assessment in higher education (2011, background): “Even when there are attempts to ‘sweeten’ negative or challenging feedback and results with positive comments, there are indications from some Australian studies that many learners do not act on critical feedback (Crisp 2007 ), either because they have focused only on the praise at a personal level”
Assessing Assessment Quality: Criteria for Quality Assurance in Design of (Peer) Assessment for Learning--A Review of Research Studies. (2011, background): “Students are concerned with their assessment outcomes and grades (Lizzio & Wilson, 2008).”