The DOI matches its Crossref record; 85 of the 86 references it cites were found in a registry or an index.
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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“…results obtained from many research investigations exploring the efficacy of diverse forms of feedback exhibit inconclusive outcomes (Poquet et al., 2018), so confining our comprehension of the correlation between feedback and the process of acquiring knowledge (Van der Kleij & Lipnevich, 2021).”
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“In recent years, research focus has shifted from examining students’ attitudes toward feedback to understanding their feedback processing and application mechanisms (Van der Kleij and Lipnevich, 2021).”
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Can peer feedback substitute for faculty feedback in predoctoral dental education?
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“Along with student ’ s expectations, anticipations, and relationship to evaluators, students ’ affective responses influence their willingness to engage with feedback (Price et al., 2011; Van der Kleij & Lipnevich, 2021).”
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“…feedback can take more time, but research shows that effective feedback has significant impact on student learning outcomes, and, when the feedback is implemented by students, it can enhance learning and performance, particularly when constructed with a learner-centered approach [54].”
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“…contribute to determining how they can demonstrate their knowledge, they need to understand why and how assessments are performed and what they need to do to improve and translate teacher feedback into an achievable plan for future learning (DeLuca et al. 2018; Van der Kleij and Lipnevich 2021).”
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“Therefore, learners ’ engagement with the corrective information should be a prerequisite for corrective feedback to affect learning positively (Van der Kleij & Lipnevich, 2021).”
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“The perception of feedback is influenced by multiple dimensions, including the modality (e.g., image, text, video, audio), the familiarity with the feedback provider (e.g., whether a familiar teacher or a stranger provides the feedback), and the timing and location of the feedback delivery [43].”
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“Van der Kleij and Lipnevich (2021) presented a framework for future investigations of students’ perceptions of feedback which proposed three questions to describe student feedback processing: ‘Do I understand feedback?’”
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“In this case, Kleij and Lipnevich (2021) suggested that learners need to understand the potential of feedback as it is very important.”
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“Additionally, students may be unreceptive or unwilling to utilize the feedback they receive (Van der Kleij & Lipnevich, 2021).”
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“Negative emotional reactions reduce feedback uptake, impair self-regulation, and weaken academic performance over time (Pitt & Norton, 2017); whereas positive emotions can enhance motivation, persistence, and learning gains (van der Kleij & Lipnevich, 2021).”
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“…is perceived as useful to the learners: Prior research has hypothesized that students need to perceive feedback as useful in order for it to elicit active engagement (e.g., [102]), even though the relationship of feedback perceptions with performance outcomes remains unclear (e.g., [70, 91, 98]).”
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“Instead, we evaluated and reported the quality of the included studies as part of our findings to inform future research (e.g., Misiejuk & Wasson, 2021; Van der Kleij & Lipnevich, 2021).”
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What have researchers examined? Capturing the conceptual diversity of peer feedback quality measures
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Atwa, H., Deifalla, A. S., Fadel, R. A., Sarwani, N. A. L., Sirajo, B., Fatima, A., Bakhit, N. M., Khan, M. A. Y., & El‐Din, W. A. N. (2026) · International Medical Education · doi:10.3390/ime5040109
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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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