A meta-review of the student role in feedback

By F. V. D. Kleij, L. Adie, Joy Cumming. International Journal of Educational Research, 2019

103 citations recorded by the source corpus.

Abstract Recent formative assessment research recognises the need for students to be active participants in feedback processes. This meta-review investigates evolution and reconceptualization of the student role in feedback research reviews published since 1969. Sixty-eight relevant reviews were identified, systematically coded and analysed. Four student role categories were established: no student role (transmission model); limited student role (information processing model); some student role (communication model); and substantial student role (dialogic model). While reviews have evolved towards the student-centred perspective, this is not a linear progression over time and critical ideas about the student role in feedback have been overlooked or only partially or simplistically adopted. The findings will assist researchers to understand assumptions about student roles in previous feedback research.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/b2b0fc4546ca4388956335e55bbf0d9683e7c549

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In Education

1. F. M. Van der Kleij
2. Anastasiya A. Lipnevich

Citations in the corpus

• Student perceptions of assessment feedback: a critical scoping review and call for research (2020, background): “An additional ‘successive snowballing’ (Van der Kleij et al., 2019) search in Google scholar was therefore conducted to identify recent literature that may have been missed.”