Is the feedback in higher education assessment worth the paper it is written on? Teachers' reflections on their practices

By Richard Bailey *, Mark Garner. 2010

250 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/fc329efd7124a82d89edf222c023630e6d7f5d7a

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In Education

Citations in the corpus

Rethinking feedback practices in higher education: a peer review perspective (2014, unknown): “…evidence that they have had any effect on student satisfaction ratings in national surveys, and, indeed, there is a growing number of studies now showing that such enhancements of teacher feedback do not result in improved student learning (e.g. Crisp 2007; Bailey and Garner 2010; Wingate 2010).”
The need to disentangle assessment and feedback in higher education (2020, background): “Students themselves report that they are primarily interested in grades rather than feedback (e.g. Rand, 2017; Winstone, Nash, Rowntree, & Parker, 2017a), and academic staff often perceive students to ignore comments once they have sight of the grade (e.g. Bailey & Garner, 2010).”
The reflective diary as a method for the formative assessment of self-regulated learning (2018, background): “The effectiveness of traditional feedback practices has been questioned (Bailey and Garner 2010).”
The impact of grades on student motivation (2018, background): “In contrast to the student dissatisfaction and recall inability with respect to narrative/written feedback that accompany grades (Bailey and Garner, 2010; Butler and Nisan, 1986; Ferguson, 2011; Jones and Gorra, 2013), students in this study had positive experiences with final narrative evaluations…”
Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2017, background): “As such, difficulties in implementing feedback might arise when the sender’s intended meaning is not the same meaning interpreted by the receiver (Bailey & Garner, 2010; Nicol, 2010).”
Mind the gap! Students’ use of exemplars and detailed rubrics as formative assessment (2014, background): “On the opportunity side, many college-level instructors acknowledge the benefits of formative assessment practice (Bailey and Garner 2010), even though they feel they do not have the time to actualize what they consider to be best practice.”
Students’ perceptions of written feedback in teacher education: ideally feedback is a continuing two-way communication that encourages progress (2013, background): “For instance, Bailey and Garner ( 2010 , 195) found that tutors from several different disciplines in a UK university were unable to reconcile tensions between institutional requirements for assessment and the provision of useful written feedback.”
‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it (2017, background): “However, a number of studies have suggested that the feedback students are receiving is doing little to improve their learning (Bailey and Garner 2010; Sadler 2010).”