طراحی مدل توسعه سواد بازخورد دانش¬آموزان در یادگیری: رویکرد فراترکیب نظریه ساز
محورهای موضوعی : پژوهش در برنامه ریزی درسی
مریم شفیعی سروستانی
1
*
,
مجید شعبانی فرد
2
,
هدیه امیری
3
,
کوثر خادم
4
1 - دانشیار، عضو هیئت علمی دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز ایران.
2 - دانش آموخته دکتری مدیریت آموزشی دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز ایران
3 - دانشجوی کارشناسی ارشد مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز ایران
4 - دانشجوی دکتری مدیریت آموزشی،دانشکده روانشناسی و علوم تربیتی ،دانشگاه شیراز ایران
کلید واژه: سواد, بازخورد, سواد بازخورد, فراترکیب نظریه ساز.,
چکیده مقاله :
توانایی سواد بازخورد نشان از اعتماد به نفس، یادگیری و فهم عمیق فراگیر از آنچه آموخته است، دارد. لذا هدف کلی از انجام پژوهش حاضر طراحی مدل توسعه سواد بازخورد دانش آموزان در یادگیری می‌باشد. پژوهش از نوع کاربردی و دادهها بر اساس یک طرح پژوهش کیفی از نوع فراترکیب نظریه‌ساز و با استفاده از روش هفت‌مرحله‌ای Finegold-Kant (2018) گردآوری گردید. پس از ارائه سؤال پژوهش، اعضای تیم فراترکیب مشخص شد. 104منبع در حوزه سواد بازخورد مورد ارزیابی قرار گرفت. طی مراحل تلفیق 41 منبع با معیارهای مورد نظر منطبق بود. با تجزیه و تحلیل دادهها، سپس با شیوه فراچکیده نویسی و دسته بندی ابتدا 38 کدباز(برقراری روابط مناسب میان معلم و دانش آموز ، تجزیه و تحلیل نمونههای بازخوردی توسط دانش آموزان ، ارزش گذاری بازخورد ، مرتبط کردن فرایند بازخورد با هدف و...) استخراج شد و کدهای باز در دو کد محوری پیشایندهای فردی و گروهی(8کدباز)، فرایندهای فردی، گروهی (19کدباز) و پیامدهای فردی، گروهی (11 کدباز) قرار گرفتند و در نهایت بر اساس کدگذاری گزینشی مدل نهایی توسعه سواد بازخورد ترسیم گردید. برای اعتبار یابی یافتههای پژوهش از چهار روش اعتباریابی توصیفی، تفسیری، نظری و پراگماتیک استفاده شد و اعتبار یافتهها مورد تأیید قرارگرفت. یافتهها نشان داد برای تقویت و بهبود سواد بازخورد، ابتدا باید عواملی یا پیشایندهای توسعه سواد بازخورد را فراهم نمود تا فرایندهای سواد بازخورد به درستی شکل گرفته و نهایتاً منجر به تقویت سواد بازخورد، افزایش اعتماد به نفس در تعاملات، افزایش انگیزه درونی و ایجاد نگرش مثبت نسبت یادگیری و سواد بازخورد محقق گردد
The feedback literacy ability shows self-confidence, learning and comprehensive deep understanding of what has been learned. Based on this, the aim of this research was to design a literacy development model for students' feedback in learning. The current research is of an applied type, this research was applied in nature and the data were collected based on a qualitative research design of a theory-generating meta-synthesis using the seven-step method of Finfgeld-Conant (2018). In order to ensure and validate the search process and reach the research findings, the expert team consisting of one educational management specialists and three educational management experts formed the members of the research team. Then, reliable sources of research data were used from seven databases, including: Scopus, Springer, Wiley Online, Taylor and Francis, and Google Scholar, the country's periodicals database, including Mogiran and Nurmagz, and the scientific information database of Jihad University, and related articles in the period of 2012 to 2024 and 1392 to 1403 were collected.126 resources were evaluated in the field of feedback literacy. During the consolidation process, 41 sources matched the desired criteria. By analyzing the data, then by meta-abstracting and categorizing first 38 open codes (establishing appropriate relationships between teachers and students, analyzing feedback samples by students, valuing feedback, linking the feedback process with the goal and ...) were extracted and the open codes were placed in two central codes of individual and group antecedents (8 open codes), individual and group processes (19 open codes) and individual and group consequences (11 open codes).And finally, based on selective coding, the final model of feedback literacy development was drawn.Four methods of descriptive, interpretive, theoretical and pragmatic validation were used to validate the research findings and the validity of the findings was confirmed.The findings showed that in order to strengthen and improve feedback literacy, one must first provide factors or antecedents for the development of feedback literacy so that feedback literacy processes are formed correctly and ultimately lead to strengthening feedback literacy, increasing self-confidence in interactions, increasing internal motivation and creating A positive attitude towards learning and feedback literacy should be realized. As a result, it is appropriate for those involved in education to pay special attention to teaching feedback literacy by providing the suggested solutions mentioned below. Direct training, creating a supportive environment, Practice giving and receiving feedback, provide specific and actionable feedback, Use of technology, encourage self-evaluation and encourage reflective thinking.
Abbaszadeh Yakhorozan, Ebrahim, & Salehi, Mohammad Reza. 2018. "Investigation of motivational factors from different viewpoints of educational theorists." [In Persian]
Adcroft, A. 2011. “The Mythology of Feedback.” Higher Education Research & Development 30 (4): 405–419. https://doi.org/10.1080/ 07294360.2010.526096
Ahmadpour Kasgari Zahra, & Kazemi Malek Mahmoudi Maryam. (2018). A comparative study of the classroom feedback of the teacher and peers in second language learning with an emphasis on the socio-cultural perspective [In Persian]
Azadie & pleasure. (2019). The relationship between teachers' skills and students' academic achievement. Studies in psychology and educational sciences (Nagareh Institute of Higher Education), 42(4), 1-12. [In Persian]
Ajjawi R., and Boud D. (2018). Examining the nature and effects of feedback dialogue. Assessment & Evaluation in Higher Education, 43(7): 1106-1119. https://doi.org/ 10.1080/02602938.2018.1434128
Anseel, F., A. S. Beatty, W. Shen, F. Lievens, and P. R. Sackett. 2015. “How Are We Doing after 30 Years? A Meta-Analytic Review of the Antecedents and Outcomes of Feedback-Seeking Behavior.” Journal of Management 41 (1): 318–348. https://doi.org/10.1177/ 0149206313484521
Assessment & Evaluation in Higher Education 39 (1): 102–122.
Australasian Journal of Educational Technology, 31(1), 51–66.
Available from https://www.etymonline.com/ word/feedback.
Azadi, Marziyh (2018). The relationship between teachers' skills and students' academic achievement. [In Persian]
Bloxham, S., and L. Campbell. 2010. “Generating Dialogue in Assessment Feedback: Exploring the Use of Interactive Cover Sheets.” Assessment & Evaluation in Higher Education 35 (3): 291–300. https://doi.org/10.1080/ 02602931003650045
Blythe, Jessica, Kirsty Nash, Julian Yates, and Graeme Cumming. 2017. Feedbacks as a bridging concept for advancing transdisciplinary sustainability research. Current Opinion in Environmental Sustainability 26–27: 114–19. https://doi.org/ 10.1016/j.cosust.2017.05.004
Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment and Evaluation in Higher Education, 38(6), 698-712. https://doi.org/10.1080/02602938.2012.691462
Boud, D., R. Lawson, and D. Thompson. 2013. “Does Student Engagement in Self-Assessment Calibrate Their Judgementover Time?” Assessment & Evaluation in Higher Education 38 (8): 941–956. https://doi.org/ 10.1080/02602938.2013.769198
Boud, D., R. Lawson, and D. Thompson. 2015. “The Calibration of Student Judgement through Self-Assessment: Disruptive Effects of Assessment Patterns.” Higher Education Research & Development 34 (1): 45–59. https://doi.org/10.1080/07294360.2014.934328
Boud, David, and Elizabeth Molloy. 2013. Rethinking models of feedback for learning: The challenge of design. Assessment & Evaluation in Higher Education 38 (6): 698–712. https://doi.org/10.1080/02602938.2012. 691462
Boud, David, and Phillip Dawson. 2023. What feedback literate teachers do: An empirically-derived competency framework. Assessment & Evaluation in Higher Education 48(2): 158–71. https://doi.org/10.1080/02602938.2021. 1910928
Brearley, F., and W. Cullen. 2012. “Providing Students with Formative Audio Feedback.” Bioscience Education 20 (1): 22–36. Bunce, L., A. Baird, and S. Jones. 2017. “The Student-as-Consumer Approach in Higher Education and Its Effects on Academic https://doi.org/ 10.11120/beej.2012.20000022
Burke, D. 2009. “Strategies for Using Feedback Students Bring to Higher Education.” Assessment & Evaluation in Higher Education 34 (1): 41–50. https://doi.org/10.1080/ 02602930801895711
Butler, D., and P. Winne. 1995. “Feedback and Self-Regulated Learning: A Theoretical Synthesis.” Review of Educational Research65 (3): 245–281. https://doi.org/ 10.3102/00346543065003245
Butler, D., and P. Winne. 1995. “Feedback and Self-Regulated Learning: A Theoretical Synthesis.” Review of Educational Research https://doi.org/10.3102/00346543065003245
Carless, D. & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback, Assessment & Evaluation in Higher Education, 43: 1315-1325, https://doi.org/10.1080/02602938.2018.1463354
Carless, D. 2006. “Differing Perceptions in the Feedback Process.” Studies in Higher Education 31 (2): 219–233. https://doi.org/ 10.1080/03075070600572132
Carless, D. 2013. “Trust and Its Role in Facilitating Dialogic Feedback.” In Feedback in Higher and Professional Education: Understanding it and Doing It Well, edited by D. Boud and E. Molloy, 90–103. London: Routledge.
Carless, D. 2015. Excellence in University Assessment: Learning from Award-Winning Practice. London: Routledge. https://doi.org/ 10.4324/9781315740621
Carless, D. 2016. “Feedback as Dialogue.” In Encyclopedia of Educational Philosophy and Theory, edited by M.A.Peters, 389–391. Singapore: Springer.
Carless, D., & Winstone, N. (2020). Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Educa- tion. Advanced online publication. https:// doi.org/10.1080/13562517.2020.1782372
Carless, D., and D. Boud. 2018. “The Development of Student Feedback Literacy: Enabling Uptake of Feedback.”Assessment & Evaluation in Higher Education 43 (8): 1315–1325. doi:10.1080/02602938.2018.1463354.
Carless, D., and K. K. H. Chan. 2017. “Managing Dialogic Use of Exemplars.” Assessment & Evaluation in Higher Education 42(6): 930–941. https://doi.org/10.1080/02602938.2016. 1211246
Carless, D., and N. Winstone. 2020. “Teacher Feedback Literacy and Its Interplay with Student Feedback Literacy.” Teaching in Higher Education, 1–14. https://doi.org/ 10.1080/13562517.2020.1782372
Carless, D., D. Salter, M. Yang, and J. Lam. 2011. “Developing Sustainable Feedback Practices.” Studies in Higher Education36 (4): 395–407.
Carless, David, and David Boud. 2018. The development of student feedback liter- acy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education 43 (8): 1315–25. https://doi.org/10.1080/02602938.2018. 1463354
Carless, David, Diane Salter, Min Yang, and Joy Lam. 2011. Developing sustainable feedback practices. Studies in Higher Education 36 (4): 395–407. https://doi.org/10.1080/03075071003642449
Carless, David. 2022. From teacher transmission of information to student feed- back literacy: Activating the learner role in feedback processes. Active Learning in Higher Education 23 (2): 143–53. https://doi.org/ 10.1177/1469787420945845
Chang. Y. C. 2015. “Teacher Modeling on EFL Reviewers’ Audience-Aware Feedback and Affectivity in L2 Peer Review.” Assessing Writing 25: 2–21. https://doi.org/10.1016/ j.asw.2015.04.001
Chen. T. 2016. “Technology-Supported Peer Feedback in ESL/EFL Writing Classes: A Research Synthesis.” Computer Assisted Language Learning 29(2): 365–397. https://doi.org/10.1080/09588221.2014.960942
Cheong, Choo Mui, Na Luo, Xinhua Zhu, Qi Lu, and Wei Wei. 2023. Self-assess- ment complements peer assessment for undergraduate students in an aca- demic writing task. Assessment & Evaluation in Higher Education (48) 1: 135–48. https://doi.org/10.1080/02602938.2022.2069225
Chong, S. W. (2018). Interpersonal aspect of written feedback: A community college students’ perspective.Research in Post–Compulsory Education, 23(4), 499–519. https://doi.org/10.1080/13596748.2018.1526906
Chong, S. W. (2019). A systematic review of written cor- rective feedback research in ESL/EFL contexts. Language Education & Assessment, 2(2), 70–95.
Chong, S. W. (2021). Reconsidering student feedback literacy from an ecological perspective. Assessment & Evaluation in Higher Educa- tion. Advanced online publication. 46(1), 92–104. https://doi.org/ 10.1080/02602938.2020.1730765
Chong, Sin W. 2022. The role of feedback literacy in written corrective feedback research: From feedback information to feedback ecology. Cogent Education 9 (1): 1–13. https://doi.org/10.1080/2331186X.2022.2082120
Dann, Ruth. 2019. Feedback as a relational concept in the classroom. The Curricu- lum Journal 30 (4): 352–74. https://doi.org/ 10.1080/09585176.2019.1636839
Dawson, P., M. Henderson, P. Mahoney, M. Phillips, T. ryan, D. Boud, and E. Molloy. 2019. “What Makes for Effective Feedback: Staff and Student Perspectives.” Assessment & Evaluation in Higher Education 44 (1): 25–36. https://doi.org/10.1080/02602938.2018. 1467877
Day, Indira N. Z., Nadira Saab, and Wilfried Admiraal. 2022. Online peer feed- back on video presentations: Type of feedback and improvement of presenta- tion skills. Assessment & Evaluation in Higher Education 47 (2): 183–97. https://doi.org/10.1080/ 02602938.2021.1904826
Dong, Zhe, Ying Gao, and Christian D. Schunn. 2023. Assessing students’ peer feedback literacy in writing: Scale development and validation. Available from https://www.tandfonline..Education 13 (2): 145–156. https://doi.org/10.1080/02602938. 2023.2175781
Esterhazy, R., and C. Damsa. 2017. “Unpacking the Feedback Process: An Analysis of Undergraduate Students’ Interactional Meaning-Making of Feedback Comments.” Studies in Higher Education. doi:10.1080/ 03075079.2017.1359249.
Esterhazy, R., and C. Damşa. 2019. “Unpacking the Feedback Process: An Analysis of Undergraduate Students’ Interactional Meaning-Making of Feedback Comments.” Studies in Higher Education 44 (2): 260–274. https://doi.org/10.1080/02602938.2023.2175781
Evans, C. 2013. “Making Sense of Assessment Feedback in Higher Education.” Review of Educational Research 83 (1): 70–120. Forsythe, A., and S. Johnson. 2017. “Thanks, but No-Thanks for the Feedback.” Assessment & Evaluation in Higher Education https://doi.org/10.3102/0034654312474350
Finfgeld‐Connett, D., & Johnson, E. D. (2013). Literature search strategies for conducting knowledge‐building and theory‐generating qualitative systematic reviews. Journal of advanced nursing, 69(1), 194-204.
Finfgeld-Connett, D. (2018). A guide to qualitative meta-synthesis (Vol. 10). New York, NY, USA: Routledge.
Forsythe, A., and S. Johnson. 2017. “Thanks, but No-Thanks for the Feedback.” Assessment & Evaluation in Higher Education42 (6): 850–859. https://doi.org/10.1080/02602938.2016. 1202190
Fraile, J., Panadero, E., & Pardo, R. (2017). Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students. Studies in Educa- tional Evaluation, 53, 69–76. https://doi.org/10.1016/j.stueduc.2017.03.003
Freire, Paulo. 1985. Resting the world and reading the word: An interview with Paulo Freire. Language Arts 62 (1): 15–21. https://doi.org/10.58680/la198525786
Gravett, K., Kinchin, I. M., Winstone, N. E., Balloo, K., Heron, M., Hosein, A., Lygo-Baker, S., & Medland, E. (2020). The develo ment of academics’ feedback literacy: Experiences of learning from critical feedback via scholarly peer review. Assessment & Evaluation in Higher Education, 45(5), 651–665. https://doi.org/10.1080/02602938.2019. 1686749
Gravett, Karen. 2022. Feedback literacies as sociomaterial practice. Critical Stud- ies in Education 63 (2): 261–74. https://doi.org/ 10.1080/17508487.2020.1747099
Han, Y., & Xu, Y. (2021) Student feedback literacy and engagement with feedback: a case study of Chinese undergraduate students. Teaching in Higher Education, 26(2), 181-196. https://doi.org/10.1080/13562517.2019. 1648410
Han, Y., and Y. Xu. 2019. “Student Feedback Literacy and Engagement with Feedback: A Case Study of Chinese Undergraduate Students.” Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1648410
Handley, K., and L. Williams. 2011. “From Copying to Learning: Using Exemplars to Engage Students with Assessment Criteria and Feedback.” Assessment & Evaluation in Higher Education 36 (1): 95–108. https://doi.org/10.1080/02602930903201669
Harper, Douglas. n.d.b. Etymology of literacy. Online Etymology Dictionary. Avail- able from https://www.etymonline.com/word/ literacy.
Hattie, J. 2009. Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement. London: Routledge. Hattie, J., and H. Timperley. 2007. “The Power of Feedback.” Review of Educational Research 77 (1): 81–112.
Hattie, J., & Timerpley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Henderson, M., & Phillips, M. (2015). Video-based feedback on student assessment: Scarily personal.
Higher Education 35 (5): 535–550. https://doi.org/10.14742/ajet.1878
Higher Education Funding Council for England. 2016. National Student Survey Results 2016. Accessed July 4, 2017.
Hoo, Hui-Teng, Christopher Deneen, and David Boud. 2022. Developing student feedback literacy through self and peer assessment interventions. Assessment & Evaluation in Higher Education 47 (3): 444–57. https:// doi.org/10.1080/02602938.2021.1925871
Hsieh, Yi-Chin, and Christopher Hill. 2022. Reconceptualizing the value of peer and instructor feedback using a sequential structure. Assessment & Evaluation in Higher Education 47 (7): 1043–56. https://doi.org/ 10.1080/02602938.2021.1998341
Hung, S.-T. A. 2016. “Enhancing Feedback Provision through Multimodal Video Technology.” Computers & Education 98: 90–101. https://doi.org/10.1016/j.compedu.2016. 03.009
Jeffrey B Vancouver, Elizabeth Wolfe MorrisonOrganizational Behavior and Human Decision Processes 62 (3), 276-285, 1995. https://doi.org/10.1006/obhd.1995.1050
Jessop, T., Y. El Hakim, and G. Gibbs. 2014. “The Whole is Greater than the Sum of Its Parts: A Large-Scale Study of Students’ Learning in Response to Different Programme Assessment Patterns.” Assessment & Evaluation in Higher Education 39 (1): 73–88. https://doi.org/10.1080/02602938.2013.792108
Johnson, C. E., Keating, J. L., Boud, D. J., Dalton, M., Kiegaldie, D., Hay, M., ... & Molloy, E. K. (2016). Identifying educator behaviours for high quality verbal feedback in health professions education: literature review and expert refinement. BMC medical education, 16, 1-11. DOI 10.1186/s12909-016-0613-5
Jonsson, A. 2013. “Facilitating Productive Use of Feedback in Higher Education.” Active Learning in Higher Education 14 (1): 63–76. https://doi.org/10.1177/1469787412467125
Lea, Mary R., and Brian V. Street. 1998. Student writing in higher education: An academic literacies approach. Studies in Higher Education 23 (2): 157–72.
Learning-Focused Approach. New York: Routledge.
Lipnevich, A. A., D. Berg, and J. K. Smith. 2016. “Toward a Model of Student Response to Feedback.” In Human Factors and Social Conditions in Assessment, edited by G. T. L. Brown and L. Harris, 169–185. New York: Routledge.
Lipnevich, Anastasiya A., and Ernesto Panadero. 2021. A review of feedback mod- els and theories: Descriptions, definitions, and conclusions. Frontiers in Educa- tion 31 (6): 1–29. https://doi.org/10.3389/feduc.2021.720195
Little, T., Dawson, P., Boud, D., & Tai, J. (2024). Can students’ feedbackliteracy be improved? A scoping review of interventions. Assessment & Evaluation in Higher Education, 49(1), 39-52 https://doi.org/ 10.1080/02602938.2023.2177613
Locke, E. A., and Latham, G. P. (2002). A Theory of Goal Setting and Task Performance. Englewood Cliffs, NJ: Prentice-Hall. https://psycnet.apa.org/doi/10.1037/0003-066X.57.9.705
Malecka, B., Boud, D., & Carless, D. (2020). Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum. Teaching in Higher Education, https://doi.org/10.1080/ 13562517.2020.1754784
McConlogue, T. 2015. “Making Judgements: Investigating the Process of Composing and Receiving Peer Feedback.” Studiesin Higher Education 40 (9): 1495–1506. https://doi.org/ 10.1080/03075079.2013.868878
McLean, A., C. Bond, and H. Nicholson. 2015. “An Anatomy of Feedback: A Phenomenographic Investigation of Undergraduate Students' Conceptions of Feedback.” Studies in Higher Education 40 (5): 921–932. https://doi.org/10.1080/ 03075079.2013.855718
Medland, E. 2019. “Excited’ Yet ‘Paralysing’: The Highs and lows of the Feedback Process.” Educational Developments 20 (1): 7–10.
Merriam Webster. 2023. Get looped in on “feedback”: Its history is more than just noise. Word History. Available from https://www. merriam-webster.com/words-at-play/the-history-of-feedback.
Miller, C., and M. Parlett. 1974. Up to the Mark: A Study of the Examination Game. London: Society for Research into Higher Education.
Min, H.-T. 2006. “The Effects of Trained Peer Review on EFL Students’ Revision Types and Writing Quality.” Journal of Second Language Writing 15 (2): 118–141.
Mohammed, Murad A. S., and Mohammed A. Alharbi. 2022. Cultivating learners’ technology-mediated dialogue of feedback in writing: Processes, potentials and limitations. Assessment & Evaluation in Higher Education 47 (6): 942–58. http://dx.doi.org/ 10.1080/02602938.2021.1969637
Molloy, E., Boud, D., & Henderson, M. (2020). Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education, 45(4), 527-540. https:// doi.org/10.1080/02602938.2019.1667955
Mutch, A., Young, C., Davey, T., & Fitzgerald, L. (2018). A journey towards sustainable feedback. Assessment & Evaluation in Higher Education, 43(2), 248–259. http://dx.doi.org/ 10.1080/02602938.2017.1332154
Pekrun, R., Cusack, A., Murayama, K., Elliot, A. J., & Thomas, K. (2014). The power of anticipated feedback: Effects on students’ achievement goals and achievementemotions. Learning and Instruction, 29, 115–124. https://doi.org/10.1016/j.learninstruc.2013.09.002
Nash, R. A., and Winstone, N. E. (2017). Responsibility-sharing in the giving and receiving of assessment feedback. Front. Psychol. 8:1519. https://doi.org/10.3389/ fpsyg.2017.01519
Nicol, D. (2010). From monologue to dialogue: Improving written feedback processes in mass higher
Nicol, D., A. Thomson, and C. Breslin. 2014. “Rethinking Feedback Practices in Higher Education: A Peer Review Perspective.”
Nieminen, Juuso H., Margaret Bearman, and Joanna Tai. 2023. How is theory used in assessment and feedback research? A critical review. Assessment & Eval- uation in Higher Education 48 (1): 77–94. https://doi.org/ 10.1080/02602938.2022.2047154
Noble, C., S. Billett, L. Armit, L. Collier, J. Hilder, C. Sly, and E. Molloy. 2020. ““It’s Yours to Take”: generating Learner Feedback Literacy in the Workplace.” Advances in Health Sciences Education 25 (1):55–74.
O’Donovan, B. 2017. “How Student Beliefs about Knowledge and Knowing Influence Their Satisfaction with Assessment and Feedback.” Higher Education 74: 617–633.
O’Donovan, B., C. Rust, and M. Price. 2016.“A Scholarly Approach to Solving the Feedback Dilemma in Practice.” Assessment & Evaluation in Higher Education 41 (6): 938–949. https://doi.org/10.1080/02602938.2015. 1052774
OECD [Organization for Economic Co-operation and Development], ed. 2000. Literacy in the information age: Final report of the international adult literacy survey. Available from https://www.oecd.org/education/skills-beyond- school/41529765.pdf.
Of the Developing Engagement with Feedback Toolkit.” Frontiers in Education 4: 1–11
Palincsar, A. 1998. “Social Constructivist Perspectives on Teaching and Learning.” Annual Review of Psychology 49: 345–375. https://doi.org/10.1146/annurev.psych.49.1.345
Panadero, Ernesto, and Anastasiya A. Lipnevich. 2022. A review of feedback mod- els and typologies: Towards an integrative model of feedback elements. Educa- tional Research Review 35 (5): 1–22. https://doi.org/10.1016/ j.edurev.2021.100416
Pardo, A. 2018. “A Feedback Model for Data-Rich Learning Experiences.” Assessment & Evaluation in Higher Education 43 (3): 428–438. https://doi.org/10.1080/02602938.2017. 1356905
Pardo, A., J. Jovanovic, S. Dawson, D. Gašević, and N. Mirriahi. 2017. “Using Learning Analytics to Scale the Provision of Personalized Feedback.” British Journal of Educational Technology. doi:10.1111/bjet. 12592. https://doi.org/10.1111/bjet.12592
Parkes, M., and P. Fletcher. 2017. “A Longitudinal, Quantitative Study of Student Attitudes towards Audio Feedback for Assessment.” Assessment & Evaluation in Higher Education 42 (7): 1046–1053. https://doi.org/10.1080/02602938.2016.1224810
Patton, C. 2012. “‘Some Kind of Weird, Evil Experiment’: Student Perceptions of Peer Assessment.” Assessment & Evaluation in Higher Education 37 (6): 719–731. https:// doi.org/10.1080/02602938.2011.563281
Performance.” Studies in Higher Education 42 (11): 1958–1978.
Pitt, E., and L. Norton. 2017. “Now That’s the Feedback I Want!’ Students’ Reactions to Feedback on Graded Work and What They Do with It.” Assessment & Evaluation in Higher Education 42 (4): 499–516. https://doi.org/ 10.1080/02602938.2016.1142500
Pitt, E., M. Bearman, and R. Esterhazy. 2019. “The Conundrum of Low Achievement and Feedback for Learning.”Assessment & Evaluation in Higher Education. https:// doi.org/10.1080/02602938.2019.1630363
Polanyi, M. 1958. Personal Knowledge: Towards a Post-Critical Philosophy. London: Routledge and Kegan.
Price, M., Handley, K., & Millar, J. (2011). Feedback: Focusing attention on engagement. Studies in higher education, 36(8), 879-896. https://doi.org/10.1080/03075079.2010.483513
Quality Indicators for Learning and Teaching. 2017. 2016 Student Experience Survey National Report. Accessed July 6, 2017.
https://www.qilt.edu.au/docs/default-source/gos-reports/2017/2016-ses-national-report-final.pdf?sfvrsn=14e0e33c_5
Robinson, S., D. Pope, and L. Holyoak. 2013. “Can We Meet Their Expectations? Experiences and Perceptions of Feedback https://doi.org/10.1080/02602938.2011.629291
Reimann, Nicola, Ian Sadler, and Kay Sambell. 2019. What’s in a word? Practices associated with “feedforward” in higher education. Assessment & Evaluation in Higher Education 44 (8): 1279–90. https://doi.org/10.1080/ 02602938.2019.1600655
Robinson, S., D. Pope, and L. Holyoak. 2013. “Can We Meet Their Expectations? Experiences and Perceptions of Feedback in First Year Undergraduate Students.” Assessment & Evaluation in Higher Education 38 (3): 260–272. https://doi.org/10.1080/ 02602938.2011.629291
Rovagnati, Veronica, Edd Pitt, and Naomi Winstone. 2022. Feedback cultures, histories and literacies: International postgraduate students’ experiences. As- sessment & Evaluation in Higher Education 47 (3): 347–59. https://doi.org/10.1080/02602938.2021. 1916431
Rovagnati, Veronica. 2022. Exploring assessment and feedback histories, literacies, and intercultural competence development: Longitudinal narratives of international post- graduate students. Available from https://kar. kent.ac.uk/96620.
Rowland, F. (2002). The peer-review process. Learned Publishing, 15,247–258.
Rust, C., B. O’Donovan, and M. Price. 2005. “A Social Constructivist Assessment Process Model: How the Research Literature Shows Us This Could Be Best Practice.” Assessment & Evaluation in Higher Education 30 (3): 231–240. https://doi.org/10.1080/ 02602930500063819
Sadler D. R. (2010). Beyond feedback: developing student capability in complexappraisal. Assessment & Evaluation in Higher Education, 35(5): 535-550.
Sadler, D. R. 1989. “Formative Assessment and the Design of Instructional Systems.” Instructional Science 18 (2): 119–144. Sadler, D. R. 2010. “Beyond Feedback: Developing Student Capability in Complex Appraisal.” Assessment & Evaluation in
Schluer, Jennifer, and Yarong Liu. 2023. Peer feedback in intercultural online communication: Theoretical and practical considerations for English lan- guage teaching. In Language and Interculturality in the Digital World, eds. Ro- man Lietz, Milene Mendes de Oliveira, Luisa Conti, and Fergal Lenehan. Ber- lin: Peter Lang (in press). DOI: 10.3726/b21349
Schluer, Jennifer. 2022. Digital feedback methods. Tübingen: Narr.
Schmidberger, Laura, Valentin Unger, and Albrecht Wacker. 2022. Durch das In- ternet “gequetschte” Seminare!? Befunde einer explorativen Befragung von Studierenden im ersten Online-Semester. In Lehren aus der Lehre in Zeiten von Corona. Mediendidaktische Impulse für Schulen und Hochschulen, eds. Thomas Knaus, Thorsten Junge, and Olga Merz, 65–79. München: kopaed. https://doi.org/10.21240/lbzm/22/06
Scoles, J., M. Huxham, and J. McArthur. 2013. “No Longer Exempt from Good Practice: Using Exemplars to Close the Feedback Gap in Exams.” Assessment & Evaluation in Higher Education 38 (6): 631–645. https://doi.org/10.1080/02602938.2012.674485
Shukla, S. 2017. “Learning from Critical Feedback: An Interdisciplinary Literature Review.” Digital Access to Scholarship at Harvard.
Shute, V. 2008. “Focus on Formative Feedback.” Review of Educational Research 78 (1): 153–189.
Stiggins, Richard J. 1991. Assessment literacy. Phi Delta Kappan 72 (7): 534–39. Sutton, Paul. 2012. Conceptualizing feedback literacy: Knowing, being, and act- https:// doi.org/10.1080/14703297.2012.647781
Schnaubert, L., Andrès, E., Narciss, S., Sosnovsky, S., Eichelmann, A., & Goguadze, G. Within Multi-trial Web-based Learning Tasks.
Sutton, P. 2012. “Conceptualizing Feedback Literacy: Knowing, Being, and Acting.” Innovations in Education and Teaching International 49 (1): 31–40. https://doi.org/ 10.1080/14703297.2012.647781
Tai, J., Ajjawi, R., Boud, D., Dawson, P., & Panadero, E. (2018). Devel- oping evaluative judgement: Enabling students to make decisions about the quality of work. Higher Education, 76, 467–481. https://doi.org/ 10.1007/s10734-017-0220-3
Tai, J., B. Canny, T. Haines, and E. Molloy. 2016. “The Role of Peer-Assisted Learning in Building Evaluative Judgement: Opportunities in Clinical Medical Education.” Advances in Health Sciences Education 21 (3): 659–676.
Tai, J., R. Ajjawi, D. Boud, P. Dawson, and E. Panadero. 2017. “Developing Evaluative Judgement: Enabling Students to MakeDecisions about the Quality of Work.” Higher Education. https://doi.org/10.1007/ s10734-017-0220-3
Tai, Joanna, Margaret Bearman, Karen Gravett, and Elizabeth Molloy. 2023. Ex- ploring the notion of teacher feedback literacies through the theory of practice architectures. Assessment & Evaluation in Higher Education 48 (2): 201–13. https://doi.org/10.1080/ 02602938.2021.1948967
The New London Group. 1996. A pedagogy of multiliteracies: Designing social fu- tures. Harvard Educational Review 66 (1): 60–92.
Thompson, R., & Lee, M. J. (2012). Talking with students through screencasting: Experimentations with video feedback to improve student learning. The Journal of Interactive Technology and Pedagogy, 1(1), 1–16.
To, J., and D. Carless. 2016. “Making Productive Use of Exemplars: Peer Discussion and Teacher Guidance for Positive Transfer of Strategies.” Journal of Further and Higher Education 40 (6): 746–764. https://doi.org/10. 1080/0309877X.2015.1014317
Van der Kleij, F. M. 2020. “Evaluation of the ‘feedback engagement enhancement tool’ to examine and enhance students’ engagement with feedback on their writing.” Studies in Educational Evaluation,66: 1-12. https:// doi.org/10.1016/j.stueduc.2020.100907
VandeWalle, D., S. Ganesan, G. N. Challagalla, and S. P. Brown. 2000. “An Integrated Model of Feedback-Seeking Behavior: Disposition, Context, and Cognition.” Journal of Applied Psychology 85 (6): 996–1003.
Värlander, S. 2008. “The Role of Students’ Emotions in Formal Feedback Situations.” Teaching in Higher
Weaver, M. R. (2006). Do students value feedback? Student perceptions of tutors’ written responses. Assessment & Evaluation in Higher Education, 31(3), 379–394. https://doi.org/10.1080/02602930500353061
Wimshurst K, anning M. 2013. Feed-forward assessment, exemplarsand peer marking: evidence of efficacy. Assess Eval High Educ.38(4):451–465. https://doi.org/10.1080/ 02602938.2011.646236
Winstone, N. E., G. Mathlin, and R. A. Nash. 2019. “Building Feedback Literacy: Students’ Perceptions of the Developing Engagement with Feedback Toolkit.” Frontiers in Education 4: 39 https://doi.org/10.3389/ feduc.2019.00039
Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017). Supporting learners’ agentic engagement with feed- back: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52(1), 17–37. https://doi.org/10. 1080/00461520.2016.1207538
Winstone, N., R. Nash, M. Parker, and J. Rowntree. 2017a. “Supporting Learners' Agentic Engagement with Feedback: A Systematic Review and a Taxonomy of Recipience Processes.” Education Psychologist 52 (1): 17–37. https://doi.org/ 10.1080/00461520.2016.1207538
Winstone, Naomi, and David Carless. 2020. Designing effective feedback processes in higher education: A learning-focused approach. London: Routledge. https://doi.org/ 10.4324/9781351115940
Winstone, Naomi, David Boud, Phillip Dawson, and Marion Heron. 2022. From feedback-as-information to feedback-as-process: A linguistic analysis of the feedback literature. Assessment & Evaluation in Higher Education 47 (2): 213–30. https://doi.org/10.1080/ 02602938.2021.1902467
Winstone, Naomi, Edd Pitt, and Robert Nash. 2021. Educators’ perceptions of re- sponsibility-sharing in feedback processes. Assessment & Evaluation in Higher Education 46 (1): 118–31. https://doi.org/10.1080/ 02602938.2020.1748569
Winstone, Naomi, Kieran Balloo, and David Carless. 2022. Discipline-specific feedback literacies: A framework for curriculum design. Higher Education 83: 57–77. https://doi.org/ 10.1007/s10734-020-00632-0
Winstone, Naomi. 2022. Characterising feedback cultures in higher education: An analysis of strategy documents from 134 UK universities. Higher Education 84: 1107–25. https://doi. org/10.1007/s10734-022-00818-8
Wisniewski, Benedikt, Klaus Zierer, and John Hattie. 2020. The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psy- chology 10: 1–14. https://doi.org/10.3389/fpsyg.2019.03087
Xu, Y., & Carless, D. (2017). ‘Only true friends could be cruelly honest’: cognitive scaffolding and social- affective support in teacher feedback literacy. Assessment & Evaluation in Higher Education, 42(7), 1082-1094. https:// doi.org/10.1080/02602938.2016.1226759
Yan, Z., and g. T. Brown. 2017. “A Cyclical Self-Assessment Process: Towards a Model of How Students Engage in Self-Assessment.” Assessment & Evaluation in Higher Education 42 (8): 1247–1262.
Yang, M., & Carless, D. (2013). The feedback triangle and the enhancement of dialogic feedback processes. Teaching in Higher Education, 18(3), 285–297. https://doi.org/ 10.1080/13562517.2012.719154
Yucel, R., F. Bird, J. Young, and T. Blanksby. 2014. “The Road to Self-Assessment: Exemplar Marking before Peer Review Develops First-Year Students’ Capacity to Judge the Quality of a Scientific Report.” Assessment & Evaluation in Higher Education 39 (8): 971–986. https://doi.org/10.1080/ 02602938.2014.880400