The Conscientious Consumer: Reconsidering the role of assessment feedback in student learning

By R. Higgins, Peter Hartley, A. Skelton. 2002

787 citations recorded by the source corpus.

Subfields: Education, Social Sciences & Humanities

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Citations in the corpus

Learning Through Dialogue Interactions (2016, background): “In a broader context, the usefulness of feedback and interactions has been validated in the setting of multiple language learning, such as second language learning (Bassiri, 2011) and learning by students (Higgins et al., 2002; Latham, 1997; Werts et al., 1995).”
Dialog-based Language Learning (2016, neutral): “C L ] 1 8 M ay 2 01 6”
Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used (2010, background): “A key concern here is whether students are able to act on the feedback (Higgins, Hartley, and Skelton 2002) and are able to see connections with how they could improve their work in the future (McCune and Hounsell 2005) – the concept of ‘feedback to feed-forward’.”
Researching feedback dialogue: an interactional analysis approach (2017, background): “Higgins, Hartley, and Skelton (2002) and Carless (2006) make the argument that feedback should be seen as a process of communication, and is therefore a social and constructed phenomenon.”
Reconceptualising assessment feedback: a key to improving student learning? (2011, positive): “Therefore, assessment has long been viewed as the catalyst for improvement in teaching and learning: ‘If you want to change student learning then change the methods of assessment’ (Brown, Bull, and Pendlebury 1997 , 7), and today the provision of quality feedback is widely perceived as both a key b”
Beyond feedback: developing student capability in complex appraisal (2010, background): “higher education. The study by Higgins et al. (2002) is typical.”
Under Review as a Conference Paper at Iclr 2017 Learning through Dialogue Interactions (2016, background): “In a broader context, the usefulness of feedback and interactions has been validated in the setting of multiple language learning, such as second language learning (Bassiri, 2011) and learning by students (Higgins et al., 2002; Latham, 1997; Werts et al., 1995).”
Differing perceptions in the feedback process (2006, background): “Despite its central impact on learning, feedback is still relatively underexplored (Higgins et al., 2002), and is a process which faces challenges, such as time, miscommunication and emotional barriers.”
The hidden curriculum revisited: a critical review of research into the influence of summative assessment on learning (2010, background): “Higgins, Hartley, and Skelton ( 2002 ) are rare in their questioning of the applicability of Becker et al.”
Is the feedback in higher education assessment worth the paper it is written on? Teachers' reflections on their practices (2010, background): “He divides such research as has been done in the UK into three main clusters: students’ under- standings and expectations of assessment criteria (e.g. Higgins, Hartley, and Skelton 2002a, 2002b; Penny and Grover 1996); students’ experience and perception of feedback (e.g. Carless 2006; Hounsell…”
A scholarly approach to solving the feedback dilemma in practice (2016, background): “Whilst there is evidence that students both appreciate and want good feedback (Higgins, Hartley, and Skelton 2002; O’Donovan, Price, and Rust 2001), many report that they don’t find the feedback helpful (MacLellan 2001).”
Handbook of Research on Learning and Instruction (2011, background): “Researchers classified students’ responses into four conceptual models or levels.”
Understanding ‘teaching excellence’ in higher education: a critical evaluation of the National Teaching Fellowships Scheme (2004, background): “…of resource (leading some to point out that the quality of teaching is inevitably related to its material conditions: see Morley, 1997), the ‘massification’ of higher education has simultaneously driven an interest in pedagogical responses to student diversity (Skelton, 2002; Higgins et al., 2002).”
The impact of formative feedback on the development of academic writing (2010, background): “Higgins, Hartley, and Skelton (2002) name three barriers to students’ use of feedback information: (1) their increased workload through modularisation, (2) the often poor quality of the feedback, and (3) the language of feedback that is often incomprehensible to students.”