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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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“As numerous reviews of feedback effectiveness demonstrate, positive effects of feedback on learning cannot be guaranteed (e.g. Kluger & DeNisi, 1996; Shute, 2008; Van der Kleij et al., 2015).”
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Cited by
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A review of feedback models and typologies: Towards an integrative model of feedback elements
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
Revisiting “The Power of Feedback” from the perspective of the learner
Mandouit, L., & Hattie, J. (2022) · Learning and Instruction · doi:10.1016/j.learninstruc.2022.101718 · Cited by 161
Higher Education's Generative Artificial Intelligence Paradox: The Meaning of Chatbot Mania
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“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).”
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Self-citation
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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