Feedback

Resources

Ajjawi, R., & Boud, D. (2017). Researching feedback dialogue: an interactional analysis approach. Assessment & Evaluation in Higher Education, 42(2), 252-265.

Aoun, C., Vatanasakdakul, S., & Ang, K. (2018). Feedback for thought: examining the influence of feedback constituents on learning experience. Studies in Higher Education, 43(1), 72-95.

Arnold, I. (2011). John Hattie: Visible learning: A synthesis of over 800 meta-analyses relating to achievement. International Review of Education, 57(1), 219-221.

BlueSofiaMedia. (2014). Grades vs. feedback [video]. (8:21 minutes). Learning for the 21st Century! Available on: https://www.youtube.com/watch?v=xjZ87Pai_5M

Boevé, A. J., Meijer, R. R., Albers, C. J., Beetsma, Y., & Bosker, R. J. (2015). Introducing computer-based testing in high-stakes exams in higher education: Results of a field experiment. PloS one, 10(12), e0143616.

Boud, D. (2015). Feedback: ensuring that it leads to enhanced learning. The Clinical Teacher, 12(1), 3-7.

Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712.

Brooks, C., Burton, R., van der Kleij, F., Ablaza, C., Carroll, A., Hattie, J., & Neill, S. (2021). Teachers activating learners: The effects of a student-centred feedback approach on writing achievement. Teaching and Teacher Education, 105, Article 103387. https://doi.org/10.1016/j.tate.2021.103387

Cadima, J., Verschueren, K., Leal, T., & Guedes, C. (2016). Classroom interactions, dyadic teacher–child relationships, and self–regulation in socially disadvantaged young children. Journal of Abnormal Child Psychology, 44(1), 7-17.

Carless, D. (2015). Exploring learning-oriented assessment processes. Higher Education, 69(6), 963-976.

Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325.

Chatti, M. A., Dyckhoff, A. L., Schroeder, U., & Thüs, H. (2012). A reference model for learning analytics. International Journal of Technology Enhanced Learning, 4(5-6), 318-331.

Clark, I. (2011). Formative assessment: Policy, perspectives and practice. Florida Journal of educational Administration & Policy, 4(2), 158-180.

Clark, I. (2012). Formative assessment: Assessment is for self-regulated learning. Educational Psychology Review, 24(2), 205-249.

Coe, N., & Letza, S. (2014). Two decades of the balanced scorecard: A review of developments. The Poznan University of Economics Review, 14(1), 63.

Conroy, M. A., Sutherland, K. S., Algina, J. J., Wilson, R. E., Martinez, J. R., & Whalon, K. J. (2015). Measuring teacher implementation of the BEST in CLASS intervention program and corollary child outcomes. Journal of Emotional and Behavioral Disorders, 23(3), 144-155.

Danna, J., Fontaine, M., Paz-Villagrán, V., Gondre, C., Thoret, E., Aramaki, M., ... & Velay, J. L. (2015). The effect of real-time auditory feedback on learning new characters. Human Movement Science, 43, 216-228.

Dawson, P., Carless, D., & Lee, P. P. W. (2021). Authentic feedback: Supporting learners to engage in disciplinary feedback practices. Assessment & Evaluation in Higher Education, 46(2), 286-296. https://doi.org/10.1080/02602938.2020.1769022

Deeley, S. J. (2018). Using technology to facilitate effective assessment for learning and feedback in higher education. Assessment & Evaluation in Higher Education, 43(3), 439-448.

Domenech, J., Blazquez, D., De la Poza, E., & Mun͂oz-Miquel, A. (2015). Exploring the impact of cumulative testing on academic performance of undergraduate students in Spain. Educational Assessment, Evaluation and Accountability, 27(2), 153-169.

Eva, K. W., Armson, H., Holmboe, E., Lockyer, J., Loney, E., Mann, K., & Sargeant, J. (2012). Factors influencing responsiveness to feedback: on the interplay between fear, confidence, and reasoning processes. Advances in Health Sciences Education, 17(1), 15-26.

Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70-120.

Eyers, G., & Hill, M. (2016). Improving student learning? Research evidence about teacher feedback for improvement in New Zealand schools. Waikato Journal of Education, 10(1).

Furtak, E. M., Kiemer, K., Circi, R. K., Swanson, R., de León, V., Morrison, D., & Heredia, S. C. (2016). Teachers’ formative assessment abilities and their relationship to student learning: findings from a four-year intervention study. Instructional Science, 44(3), 267-291.

Fyfe, E. R., de Leeuw, J. R., Carvalho, P. F., Goldstone, R. L., Sherman, J., Admiraal, D., ... & Motz, B. A. (2021). ManyClasses 1: Assessing the generalizable effect of immediate feedback versus delayed feedback across many college classes. Advances in Methods and Practices in Psychological Science, 4(3), Article 25152459211027575. https://doi.org/10.1177%2F25152459211027575

Gate, B. (2014). Teachers need real feedback. TED Talk [video] (10:24 minutes). Available on: Bill Gates: Teachers need real feedback

Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010). Improving the effectiveness of peer feedback for learning. Learning and Instruction, 20(4), 304-315.

Goulas, S., & Megalokonomou, R. (2021). Knowing who you actually are: The effect of feedback on short-and longer-term outcomes. Journal of Economic Behavior & Organization, 183, 589-615. https://doi.org/10.1016/j.jebo.2021.01.013

Grundmann, F., Scheibe, S., & Epstude, K. (2021). When ignoring negative feedback is functional: Presenting a model of motivated feedback disengagement. Current Directions in Psychological Science, 30(1), 3-10. https://doi.org/10.1177%2F0963721420969386

Harks, B., Rakoczy, K., Hattie, J., Besser, M., & Klieme, E. (2014). The effects of feedback on achievement, interest and self-evaluation: the role of feedback’s perceived usefulness. Educational Psychology, 34(3), 269-290.

Harland, T., Wald, N., & Randhawa, H. (2016). Student peer review: enhancing formative feedback with a rebuttal. Assessment & Evaluation in Higher Education, 1-11.

Hattie, J. (2015). The applicability of Visible Learning to higher education. Scholarship of Teaching and Learning in Psychology, 1(1), 79.

Hattie, J. (2012). Know thy impact. Feedback, 70(1).

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Abingdon, UK: Routledge. Summary ideas

Hattie, J. A., & Yates, G. C. (2014). Using feedback to promote learning. Acknowledgments and Dedication, 45.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.  

Havnes, A., Smith, K., Dysthe, O., & Ludvigsen, K. (2012). Formative assessment and feedback: Making learning visible. Studies in Educational Evaluation, 38(1), 21-27.

Heen, S. (2015). How to use others' feedback to learn and grow. TEDxAmoskeagMillyardWomen. [video]. (19:28 minutes). Available on: How to use others' feedback to learn and grow | Sheila Heen | TEDxAmoskeagMillyardWomen

Heitink, M. C., Van der Kleij, F. M., Veldkamp, B. P., Schildkamp, K., & Kippers, W. B. (2016). A systematic review of prerequisites for implementing assessment for learning in classroom practice. Educational Research Review, 17, 50-62.

Hiebert, N. M., Vo, A., Hampshire, A., Owen, A. M., Seergobin, K. N., & MacDonald, P. A. (2014). Striatum in stimulus–response learning via feedback and in decision making. Neuroimage, 101, 448-457.

Hinerasky, C., Fahr, R., & Sliwka, D. (2017). Learning outcomes, feedback, and the performance effects of a training program. Universitätsbibliothek.

Hinojosa, D. M. (2022). Practice what you teach: Onsite coaching and dialogic feedback to promote the appropriation of instructional strategies. Teaching and Teacher Education, 111, Article 103582. https://doi.org/10.1016/j.tate.2021.103582

Jenavs, E. (2016). Building a culture of feedback in every school. TEDxRiga [video]. (14: 20 minutes). Available on: Building a culture of feedback in every school | Ernest Jenavs | TEDxRiga

Jensen, L. X., Bearman, M., & Boud, D. (2021). Understanding feedback in online learning–A critical review and metaphor analysis. Computers & Education, 173, Article 104271. https://doi.org/10.1016/j.compedu.2021.104271

Kiemer, K., Gröschner, A., Pehmer, A. K., & Seidel, T. (2015). Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science. Learning and Instruction, 35, 94-103.

Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254.

Kobus, T., Maxwell, L., & Provo, J. (2007). Increasing Motivation of Elementary and Middle School Students through Positive Reinforcement, Student Self-Assessment, and Creative Engagement. Online Submission.

Kolchinski, Y. A., Ruan, S., Schwartz, D., & Brunskill, E. (2018, June). Adaptive natural-language targeting for student feedback. In L@ S (pp. 26-1).

Koprinska, I., Stretton, J., & Yacef, K. (2015). Students at risk: Detection and remediation. In EDM (pp. 512-515).

Kritek, P. A. (2015). Strategies for effective feedback. Annals of the American Thoracic Society, 12(4), 557-560.

Leibold, N., & Schwarz, L. M. (2015). The art of giving online feedback. Journal of Effective Teaching, 15(1), 34-46.

Legaz, A., Abrevaya, S., Dottori, M., Campo, C. G., Birba, A., Caro, M. M., ... & Ibañez, A. (2021). Multimodal mechanisms of human socially reinforced learning across neurodegenerative diseases. Brain, Article awab345. https://doi.org/10.1093/brain/awab345

Leighton, J. P., Chu, M. W., & Seitz, P. (2013). Cognitive diagnostic assessment and the learning errors and formative feedback (LEAFF) model. Informing the practice of teaching using formative and interim assessment: A systems approach, (pp.183-207).

Lin, Z., Harrison, B., Keech, A., & Riedl, M. O. (2017). Explore, exploit or listen: Combining human feedback and policy model to speed up deep reinforcement learning in 3D worlds. arXiv preprint arXiv:1709.03969.

Liu, N. F., & Carless, D. (2006). Peer feedback: the learning element of peer assessment. Teaching in Higher Education, 11(3), 279-290.

Loftin, R., Peng, B., MacGlashan, J., Littman, M. L., Taylor, M. E., Huang, J., & Roberts, D. L. (2016). Learning behaviors via human-delivered discrete feedback: modeling implicit feedback strategies to speed up learning. Autonomous Agents and Multi-agent Systems, 30(1), 30-59.

Maag, J. W. (2001). Rewarded by punishment: Reflections on the disuse of positive reinforcement in schools. Exceptional Children, 67(2), 173-186.

Marzano, R. (n.d.). Dr. Marzano asks, “Are students learning what teachers are teaching?” [video]. (3:03 minutes). Available on: http://www.iobservation.com/Marzano-Suite/Videos/dr.-marzano-asks-are-students-learning-what-teachers-are-teaching/

Mayer, J. (2013). Run, hide, or say thank you: when faced with feedback, what do you do?" TEDxCoMo. [video]. (10:59 minutes). Available on: "Run, hide, or say thank you: when faced with feedback, what do you do?" Joy Mayer at TEDxCoMo

MicrosoftInTheClassroom. (2015). Real-time feedback to students. [video]. (4:18 minutes). Available on: https://education.microsoft.com/GetTrained/MIC-formative-assessment

Moya, N. P. G., & Tobar, M. C. S. (2017). Formative evaluation and formative feedback: An effective practice to promote student learning in higher education. Revista Publicando, 4(12)1, 321-333.

Mudagal, V. (2015). Congratulations! You failed! TEDxSIBMBengaluru. [video]. (21:25 minutes). Available on: Congratulations! You Failed | Vishwas Mudagal | TEDxSIBMBengaluru

Mulliner, E., & Tucker, M. (2017). Feedback on feedback practice: perceptions of students and academics. Assessment & Evaluation in Higher Education, 42(2), 266-288.

Nicol, D. (2021). The power of internal feedback: Exploiting natural comparison processes. Assessment & Evaluation in Higher Education, 46(5), 756-778. https://doi.org/10.1080/02602938.2020.1823314

Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.

Nieminen, J. H., Tai, J., Boud, D., & Henderson, M. (2021). Student agency in feedback: Beyond the individual. Assessment & Evaluation in Higher Education, 1-14. https://doi.org/10.1080/02602938.2021.1887080

O’Donovan, B., Rust, C., & Price, M. (2016). A scholarly approach to solving the feedback dilemma in practice. Assessment & Evaluation in Higher Education, 41(6), 938-949.

Ostrosky, M. M., Mouzourou, C., Danner, N., & Zaghlawan, H. Y. (2013). Improving teacher practices using microteaching: Planful video recording and constructive feedback. Young Exceptional Children, 16(1), 16-29.

Palminteri, S., Lefebvre, G., Kilford, E. J., & Blakemore, S. J. (2017). Confirmation bias in human reinforcement learning: Evidence from counterfactual feedback processing. PLoS Computational Biology, 13(8), e1005684.

Pereira, D., Flores, M. A., Simão, A. M. V., & Barros, A. (2016). Effectiveness and relevance of feedback in Higher Education: A study of undergraduate students. Studies in Educational Evaluation, 49, 7-14.

Rasmussen, C., & Ellis, J. (2015). Calculus coordination at PhD-granting universities: More than just using the same syllabus, textbook, and final exam. Making the connection: research and teaching in undergraduate mathematics education, (pp.107-115).

Rawls, E., & Lamm, C. (2021). The aversion positivity: Mediofrontal cortical potentials reflect parametric aversive prediction errors and drive behavioral modification following negative reinforcement. Cortex, 140, 26-39. https://doi.org/10.1016/j.cortex.2021.03.012

Rucker, M. L., & Thomson, S. (2003). Assessing student learning outcomes: An investigation of the relationship among feedback measures. College Student Journal, 37(3), 400-405.

Sadler, I., Reimann, N., & Sambell, K. (2022). Feedforward practices: a systematic review of the literature. Assessment & Evaluation in Higher Education, 1-16. https://doi.org/10.1080/02602938.2022.2073434

Schwarcz, D., & Farganis, D. (2017). The impact of individualized feedback on law student performance. Journal of Legal Law Educator, 67, 139.

Sevenstern, A. (2017). Why feedback is not enough TEDxNyenrodeUniversity. [video]. (10: 25 minutes). Available on: Why Feedback is not Enough | Arthur Sevenstern | TEDxNyenrodeUniversity

Shohamy, D., Myers, C. E., Grossman, S., Sage, J., Gluck, M. A., & Poldrack, R. A. (2004). Cortico‐striatal contributions to feedback‐based learning: converging data from neuroimaging and neuropsychology. Brain, 127(4), 851-859.

Singh, K., & Mueller, J. (2021). Taking a nuanced view of the role of teacher feedback in the elementary classroom. Teachers and Teaching, 27(1-4), 95-115. https://doi.org/10.1080/13540602.2021.1933415

Skipper, Y. & Douglas, . (2011). Is no praise good praise? Effects of positive feedback on children's and university students' responses to subsequent failures. British Journal of Educational Psychology, 82, 327-339.

Skovholt, K. (2018). Anatomy of a teacher–student feedback encounter. Teaching and Teacher Education, 69, 142-153.

Stibane, T., Sitter, H., Neuhof, D., Wiechens, H., Schönbauer, A., Bösner, S., & Baum, E. (2016). Feedback promotes learning success! Which kind of feedback for the faculty is given by an interdisciplinary OSCE with focus on decision-making?. GMS Journal for Medical Education, 33(4).

Suwyn, M.D. (2015). Closing the loop on feedback. TEDxCreativeCoast. [video]. (17: 13 minutes). Available on: Closing the Loop on Feedback | M Daniel Suwyn | TEDxCreativeCoast

TCH (Teaching Channel) (2016). Formative assessment and monitoring progress. [video]. (13:56 minutes). Available on: https://www.teachingchannel.org/videos/formative-assessment-monitoring-1

TCH (Teaching Channel) (2016). Measure of effective teaching: Student feedback. [video] (6:36 minutes). Available on: https://www.teachingchannel.org/videos/improve-teaching-with-student-feedback

Thai, N. T. T., De Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers & Education, 107, 113-126.

Thurlings, M., Vermeulen, M., Bastiaens, T., & Stijnen, S. (2013). Understanding feedback: A learning theory perspective. Educational Research Review, 9, 1-15.

Turner, E. (2021). Dialogic feedback and literary disciplinary knowledge in L2 writing instruction: How attitude to feedback influences academic achievement. Research Papers in Education, 1-24. https://doi.org/10.1080/02671522.2021.1941216

Van der Kleij, F. M., Feskens, R. C., & Eggen, T. J. (2015). Effects of feedback in a computer-based learning environment on students’ learning outcomes: A meta-analysis. Review of Educational Research, 85(4), 475-511.

Van der Kleij, F. M., & Lipnevich, A. A. (2021). Student perceptions of assessment feedback: A critical scoping review and call for research. Educational Assessment, Evaluation and Accountability, 33(2), 345-373. https://doi.org/10.1007/s11092-020-09331-x

Van Sickle, J. R. (2016). Discrepancies between student perception and achievement of learning outcomes in a flipped classroom. Journal of the Scholarship of Teaching and Learning, 16(2), 29-38.

Velani, M. N. (2021). Promoting engineering education through visible learning and formative assessment strategies. Journal of Engineering Education Transformations, 34(4), 43-50. https://doi.org/10.16920/jeet%2F2021%2Fv34i4%2F151979

Voerman, L., Meijer, P. C., Korthagen, F., & Simons, R. J. (2015). Promoting effective teacher-feedback: From theory to practice through a multiple component trajectory for professional development. Teachers and Teaching, 21(8), 990-1009.

Visscher, A. J., & Coe, R. (2013). School improvement through performance feedback (Vol. 10). Abingdon, UK: Routledge.

Wiliam, D. (2012). Embedded formative assessment - Dylan Wiliam. [video]. (6:36 minutes). Available on: https://www.youtube.com/watch?v=B3HRvFsZHoo

Wollenschläger, M., Hattie, J., Machts, N., Möller, J., & Harms, U. (2016). What makes rubrics effective in teacher-feedback? Transparency of learning goals is not enough. Contemporary Educational Psychology, 44, 1-11.

Xu, B., Yang, C., & Shi, Z. (2014). Reinforcement learning output feedback NN control using deterministic learning technique. IEEE Transactions on Neural Networks and Learning Systems, 25(3), 635-641.

Yang, M., & Carless, D. (2013). The feedback triangle and the enhancement of dialogic feedback processes. Teaching in Higher Education, 18(3), 285-297.

Zong, Z., Schunn, C. D., & Wang, Y. (2021). What aspects of online peer feedback robustly predict growth in students’ task performance?. Computers in Human Behavior, 124, Article 106924. https://doi.org/10.1016/j.chb.2021.106924

Date of last update: 14-Dec-2022 CB

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