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Student perceptions of assessment feedback: a critical scoping review and call for research
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“Kleij and Lipnevich's (2021) review of the literature found a relationship between emotions and perceptions of feedback, both negative and positive, and an association between negative emotions and vague or unclear feedback.”
From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Kleij and Lipnevich's (2021)
In the citing paper
“We concur with the conclusion made by Van der Kleij and Lipnevich (2021) in their critical scoping review of students' perceptions of feedback: research on this topic involves “a wide range of examined variables” (p.367) and lacks a common theoretical framework.”
From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Van der Kleij and Lipnevich (2021)
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“There are plentiful research studies examining the effectiveness of feedback for students’ academic attainment (e.g. reviews by Black & Wiliam, 1998; Hattie & Timperley, 2007; Kluger & DeNisi, 1996; Shute, 2008; Lipnevich & Smith, 2018).”
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Panadero, E., & Lipnevich, A. A. (2022) · Educational Research Review · doi:10.1016/j.edurev.2021.100416 · Cited by 389
Self-citationYan, Z., Li, Z., Panadero, E., Yang, M., Yang, L., & Lao, H. (2021) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2021.1884042 · Cited by 252
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Rudolph, J., Mohamed Ismail, F. M., & Popenici, S. (2024) · Journal of University Teaching and Learning Practice · doi:10.53761/54fs5e77 · Cited by 189
“The challenge for educators is to secure unbiased feedback and identify AI ‘hallucinations’ as accurate and appropriate feedback is critical in students’ conceptual and cognitive development (Van der Kleij & Lipnevich, 2021).”
BackgroundStudent – Feedback Interaction Model: Revised
Lipnevich, A. A., & Smith, J. K. (2022) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2022.101208 · Cited by 125
Self-citationAssessing student perceptions and use of instructor versus AI ‐generated feedback
Er, E., Akçapınar, G., Bayazıt, A., Noroozi, O., & Banihashem, S. K. (2025) · British Journal of Educational Technology · doi:10.1111/bjet.13558 · Cited by 114
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Does perception mean learning? Insights from an online peer feedback setting
Noroozi, O., Alqassab, M., Kerman, N. T., Banihashem, S. K., & Panadero, E. (2024) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2024.2345669 · Cited by 73
“In their scoping review of studies on students’ perceptions of feedback, van der Kleij and Lipnevich (2021), found that these perceptions are hardly examined with performance outcomes.”
Lui, A. M., & Andrade, H. L. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.751548 · Cited by 71
Should I grade or should I comment: Links among feedback, emotions, and performance
Lipnevich, A. A., Murano, D., Krannich, M., & Goetz, T. (2021) · Learning and Individual Differences · doi:10.1016/j.lindif.2021.102020 · Cited by 69
Self-citationToward a cohesive psychological science of effective feedback
Winstone, N., & Nash, R. A. (2023) · Educational Psychologist · doi:10.1080/00461520.2023.2224444 · Cited by 71
Yan, Z., Panadero, E., Xiang, W., & Zhan, Y. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09799-1 · Cited by 154
“It is generally accepted that learning belief significantly affects learning behaviours (van der Kleij & Lipnevich, 2021).”
BackgroundPerception of online feedback and its impact on cognitive and emotional engagement with feedback
Saíz, R. M. M., Espasa, A., Guasch, T., & Melo, M. M. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-10948-2 · Cited by 67
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How is theory used in assessment and feedback research? A critical review
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Teachers’ Conceptions of Fairness in Classroom Assessment: An Empirical Study
Rasooli, A., Rasegh, A., Zandi, H., & Firoozi, T. (2023) · Journal of Teacher Education · doi:10.1177/00224871221130742 · Cited by 30
“…assessment decisions, fairness has been discussed as a component of various domains in assessment including feedback (Lizzio & Wilson, 2008; Van der Kleij & Lipnevich, 2021), grading (Brookhart et al., 2016), groupwork assessment (Forsell et al., 2020), accommodated assessment practices (Rasooli…”
BackgroundBrown, G., & Zhao, A. (2023) · Educational Psychologist · doi:10.1080/00461520.2023.2208670 · Cited by 29
“Further, few survey studies of student perceptions of feedback follow “‘ industry ’ standards in how to design, validate, adapt, and use questionnaires to answer a variety of important research questions ” (Van der Kleij & Lipnevich, 2021, p. 358).”
BackgroundStudent Conceptions of Assessment: Regulatory Responses to Our Practices
Brown, G. (2021) · ECNU Review of Education · doi:10.1177/20965311211007869 · Cited by 33
“Reading of the papers excluded seven papers that were reviews (Brown, 2011; Double et al., 2020; McMillan, 2016, 2019; Van der Kleij & Lipnevich, 2021; Vogl & Pekrun, 2016, Wise & Smith, 2016), five that had no measure of student perceptions of assessment (Babaii & Adeh, 2019; Chen & Lin, 2020;…”
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“…of autonomy and there are no requirements for teaching certification or training. low student ratings on the usefulness of feedback is a well-known problem at the university where this research was conducted, and across higher education institutions more broadly (van der Kleij and lipnevich 2021).”
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A Collaboratively-Derived Research Agenda for E-assessment in Undergraduate Mathematics
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“In a review of existing literature on student perceptions of feed-back, Van der Kleij and Lipnevich (2020) considered 164 studies.”
Do achievement goals and self-efficacy matter for feedback use?
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“Even if feedback sounds like a judgment, students can self-regulate and monitor their learning pace or conditions, leading to less anxiety (i.e., sadness, confusion) in the VRBSG context (Van der Kleij & Lipnevich, 2021).”
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“Even before the rise of GenAI, research indicated that students evaluate feedback considering the perceived expertise of the provider (Strijbos, Narciss, and Dünnebier 2010; Van der Kleij and Lipnevich 2021).”
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“…Carless 2006; Jönsson et al. 2019). if feedback is not perceived as useful by students, it is unlikely to impact their subsequent work (Lipnevich and Smith 2009) because their perceptions will determine their affective, cognitive, and behavioural responses to it (van der Kleij and Lipnevich 2021).”
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“The systematic literature review by [18] categories both positive perceptions, especially if the feedback is accompanied by dialogues to understand its meaning, as well as the negative ones.”
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Unheard and unused: why students reject teacher and peer feedback
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Self-citationStudents ignore their mistakes: Elaborated error feedback processing in a digital learning system
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“…when used for multiple assignments, might diminish students’ perception of its value, since feedback perceived as overly generic can lead to students viewing it as having limited utility (Van der Kleij & Lipnevich, 2020), thereby failing to fully support students in their learning goals (per RQ1).”
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“Future research could examine students’ perceptions and implementation of GAI-FF (Van der Kleij & Lipnevich, 2021).”
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“In their systematic review of research on students’ perceptions of assessment feedback, Van der Kleij and Lipnevich (2021) identified the survey as the data collection tool in more than 50% of the studies.”
Formative Assessment and Feedback Strategies
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“Students’ perceptions have important effects on learning outcomes (Brown, 2009; Yan et al., 2023), as learning belief significantly influence learning behaviors (Van der Kleij & Lipnevich, 2021).”
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“…on single or different aspects of feedback (Pokorny & Pickford, 2010; Winstone, 2022), revealed learner perceptions in relation to different dimensions: usefulness, effectiveness, quality, characteristics, response, context, and action (Lipnevich et al., 2016; Van der Kleij & Lipnevich, 2021).”
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“Moreover, Van der Kleij and Lipnevich (2020) highlighted in their review a pronounced affective response.”
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“Curricular activities must be structured to offer students continuous opportunities to obtain, process and apply feedback (Bikanga Ada, 2023; Malecka et al., 2022; Van der Kleij & Lipnevich, 2021).”
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“Literature on higher education students’ perceptions of feedback is scarce and inconsistent (Paterson et al., 2020; Van der Kleij & Lipnevich, 2021).”
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“For example, students may not recognise feedback, may not understand it, may not perceive it as useful, or may not have the opportunity, ability or motivation to act on it (Gamlem & Smith, 2013; Van der Kleij, 2019; Van der Kleij & Lipnevich, 2021).”
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Formative Assessment and Feedback Strategies
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Chen, Q., & Su, W. (2025) · Innovations in Education and Teaching International · doi:10.1080/14703297.2025.2530770 · Cited by 4
“Van der Kleij & Lipnevich, 2021).”
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“Yet, many of the studies exploring students’ experiences and perceptions of such processes have been criticised for being repetitive and lacking theoretical or conceptual frameworks (Van der Kleij and Lipnevich 2021).”
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“…findings align with similar results in previous research studies showing how both students and teachers frequently attend to and use formative feedback in ways aligned to the nature, structure, and organization of the feedback provided (Lipnevich & Smith, 2018; Van der Kleij & Lipnevich, 2021).”
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“Specifically, peer feed-back can be used for error correction and reinforcement understanding (Shute 2008; Van der Kleij and Lipnevich 2021), while peer feed-forward can be used for heuristic learning and resolving cognitive conflicts (Rodríguez-Gómez and Ibarra-Sáiz 2015).”
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“The interpretations students make of this information shape their subsequent learning activity, including characteristics of engagement (Havnes et al., 2012; Rakoczy et al., 2013; Van der Kleij & Lipnevich, 2021).”
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Sullivan, S., Gaydon, M., Panton, S., Nguyen, X. H., & Richardson, J. (2025) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2025.2572034 · Cited by 4
“…determines their emotional, cognitive and behavioural responses and whether it will ultimately aid in improving academic performance (Jonsson 2013; Van der Kleij and Lipnevich 2021) and for struggling students, engagement with feedback may be particularly difficult due to motivational issues…”
What’s so new about the ‘new paradigm’ of feedback?
Buckley, A. (2025) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2025.2588386 · Cited by 3
“There have been many studies exploring staff and student perceptions of feedback (Van der Kleij and Lipnevich 2021).”
Mapping the landscape of AI-driven feedback in education: a scoping review
Lipnevich, A. A., Taranto, C. A., DeLuca, C., Nukpetsi, E., Rickey, N., Hopfenbeck, T. N., Carter, E., & McGrane, J. A. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1799346 · Cited by 5
Self-citationCai, H., & Qian, Y. (2024) · System · doi:10.1016/j.system.2024.103503 · Cited by 3
Liu, Y. (2025) · Higher Education Evaluation and Development · doi:10.1108/heed-11-2024-0050 · Cited by 3
A Narrative Review of How Students Perceive a Good Teacher
Tang, K. H. D. (2025) · Acta Pedagogia Asiana · doi:10.53623/apga.v4i2.593 · Cited by 3
“There is also much interest in students' views on assessment feedback and their level of involvement in academics [24, 25].”
Grønli, K. M., Walgermo, B. R., Uppstad, P. H., & McTigue, E. M. (2025) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2025.102377 · Cited by 6
Keller, M. V., Daumiller, M. H., & Dresel, M. (2025) · Learning and Instruction · doi:10.1016/j.learninstruc.2025.102152 · Cited by 6
Unpacking Student Responses to Discrepant Peer and Teacher Feedback: A Cross-National Comparison
Lopera-Oquendo, C., Lipnevich, A. A., Tomazin, L., Máñez, I., León, S. P., & Beatson, N. J. (2025) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2025.102394 · Cited by 3
Self-citationTechnology-mediated self-assessment in higher education: A critical review
Cao, Y., Yan, Z., Yang, L., Panadero, E., & Chen, C. (2025) · Contemporary Educational Technology · doi:10.30935/cedtech/16739 · Cited by 6
Metadata
- Authors
- Van der Kleij, F. M., & Lipnevich, A. A.
- Affiliations
- Queens College, CUNY (US)
- Venue
- Educational Assessment, Evaluation and Accountability
- Published
- 2020-08-17
- Volume
- 33
- Issue
- 2
- Pages
- 345-373
- ISSN
- 1874-8597 (ISSN-L)
- 1874-8600
- OpenAlex
- W3071396940
- Cited by
- 189
- References
- 86
- Citations by year
- 2026: 33 · 2025: 55 · 2024: 50 · 2023: 23 · 2022: 19 · 2021: 8 · 2020: 1
- FWCI
- 18.26
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Assessment Evaluation and Accountability (publishedVersion)
- Funders
- Queensland Government, Advance Queensland Women’s Academic Fund
- Institute for Learning Sciences & Teacher Education, Australian Catholic University
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
- Keywords
- assessment feedback, student perceptions, feedback uptake, feedback effectiveness
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