Exploring the Practice of Feedback to Students

By Alistair Mutch. 2003

220 citations recorded by the source corpus.

Subfields: Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/c8851ad7b96e50859a46e83867125d6e6bff2c75

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Citations in the corpus

The usefulness of feedback (2019, background): “…the margins of essays (Ferguson, 2011; Ryan et al., 2016), the use of unnecessarily complex academic language (Chanock, 2000; Higgins et al., 2001; Mutch, 2003; Sadler, 2010; Winstone et al., 2017), information that is inconsistent between educators, for example, personal preferences of educators…”
‘Argument!’ helping students understand what essay writing is about (2012, unknown): “Tutors’ feedback comments are often of the categorical type, such as the imperative ‘Argument!’ written in the margins of student essays (Lea & Street, 1998; Mutch, 2003).”
Review of assessment feedback (2014, methodology): “This finding seems to be in alignment with that of some previous studies that marks had an adverse effect on feedback utility because students focus on marks rather than written comments (e.g. Carless 2006; Mutch 2003).”
Do students value feedback? Student perceptions of tutors’ written responses (2006, methodology): “Focus has been primarily on content analysis of feedback, and providing advice on writing effective feedback (e.g. Brown et al., 1997; Race, 2001; Mutch, 2003).”
The impact of formative feedback on the development of academic writing (2010, background): “…whilst reports in the press (e.g. Wojtas 1998, cited in Higgins, Hartley, and Skelton 2001) and in the academic literature have described students’ indifference to feedback comments (Carless 2006; Mutch 2003), there is so far little evidence of the influence of motivation on the uptake of feedback.”
Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students (2013, background): “Students’ inexperience in interpreting feedback can lead to misinterpretation of comments and an unfamiliarity with the implicit assumptions made by tutors (Lea and Street 2000; Mutch 2003), resulting in the ineffective use of feedback (Ramsden”
Strategies for using feedback students bring to higher education (2009, background): “Mutch (2003) identified the need for further research into how students ‘receive and respond’ to feedback.”
Facilitating productive use of feedback in higher education (2013, methodology): “In relation to feedback, this can be done by keeping away from using imperatives, by not having an insensitive tone, or by not giving mainly evaluative comments (Connors and Lunsford, 1993; Hyatt, 2005; Ivanič et al., 2000; Mutch, 2003).”
Written Feedback for Students: too much, too detailed or too incomprehensible to be effective? (2006, background): “There was also a sense that high achievers would receive more in-depth feedback than low achievers (see Mutch (2003) who describes the relationship between level of work and type of comment).”
Feeding forward: using feedback to promote student reflection and learning – a teaching model (2010, background): “ment for university students, and placing reflection on feedback at the heart (Mutch, 2003).”
Is the feedback in higher education assessment worth the paper it is written on? Teachers' reflections on their practices (2010, methodology): “…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 1987) and the language used in feedback (e.g. Ivanič, Clark, and Rimmershaw 2000; Lea and Street 2000; Mutch 2003).”
Differing perceptions in the feedback process (2006, background): “These included experiences when students did not bother to collect marked assignments (also noted by Mutch, 2003) and observations from colleagues that students “are only interested in the marks”.”
Feedback on learning achievement: rhetoric and reality (2006, background): “However, many student evaluations of teaching reflect a deep dissatisfaction with feedback quality and quantity (Miller et al , 1998 ; Mutch, 2003 ).”