Towards more sustainable feedback to students

By D. Hounsell. 2007

198 citations recorded by the source corpus.

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In Education

Citations in the corpus

Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2017, background): “Learners may not be able to engage with feedback at all when it is conveyed in the tacit language that educators often employ (Hounsell, 2007; Sadler, 2010).”
Conceptualizing feedback literacy: knowing, being, and acting (2012, background): “This would help raise the status of feedback, enabling it to become a highly valued resource by both academics and learners, and also help feedback to become more securely embedded in institutional structures and strategies (Hounsell, 2007).”
Using learning analytics to scale the provision of personalised feedback (2019, background): “Later studies pushed the definition of feedback away from the mere provision of information towards a dialogic framework (Hounsell, 2007; Nicol, 2010; Sadler, 2010; Yang & Carless, 2013) and Boud and Molloy (2013b) finally redefined it as a process in which learners obtain information that helps…”
Reconceptualising assessment feedback: a key to improving student learning? (2011, background): “If we take Sadler’s suggestion that summative assessment is largely for the purpose of summarising the achievement of a student, an essentially passive process that does not have any immediate impact upon learning (Sadler 1989), then today, with increasing numbers of first-year undergraduates findin”
Teacher feedback literacy and its interplay with student feedback literacy (2020, unknown): “Guidance supports students in understanding expectations and can also fruitfully incorporate intrinsic feedback generated within the context of learning activities and woven incidentally into day-to-day teaching and learning episodes (Hounsell 2007).”
Examining the nature and effects of feedback dialogue (2018, background): “Adaptation of the context, curriculum, assessment and feedback materials appears to have initiated opportunities for ‘high value’ dialogic feedback (as per Hounsell 2007) to occur, rather than remaining task focused.”
Developing sustainable feedback practices (2011, methodology): “We chart some ways forward by building on recent work in the field (e.g. Hounsell 2007; Nicol and Macfarlane-Dick 2006) and placing the development of student self-regulation at the core of feedback processes.”
Sustainable assessment revisited (2016, background): “(Boud 2010, 253–254) More recently, the role of feedback in developing students’ capacities to learn has been taken up enthusiastically (Boud and Molloy 2013a; Carless et al. 2011; Hounsell 2007; Nicol 2010; Sadler 2010).”
Building Feedback Literacy: Students’ Perceptions of the Developing Engagement With Feedback Toolkit (2019, background): “, Weaver, 2006; Burke, 2009), and indeed, the research literature contains many examples of minimal engagement with feedback by students (e.g., Gibbs and Simpson, 2004; Hounsell, 2007; Sinclair and Cleland, 2007; Carless and Boud, 2018).”
Generating dialogue in assessment feedback: exploring the use of interactive cover sheets (2010, background): “Hounsell (2007) reports on the downwards spiral that is likely to emerge when staff commitment to providing feedback is damaged by a sense that students do not value or use it.”
Assessment in higher education: drivers, barriers and directions for change in the UK (2016, background): “It is also seen as something that has traditionally been separate from teaching, generally occurring at the end of a unit of work (Dochy et al. 2007; Hounsell 2007).”