The DOI matches its Crossref record; 28 of the 28 references it cites were found in a registry or an index.
Biology students’ utilization of tutors’ formative feedback: a qualitative interview study
Abstract
Ramaprasad (1983 Ramaprasad, A. (1983). On the definition of feedback. Behavioural Sciences, 28: 4–13. [Crossref], [Web of Science ®] , [Google Scholar]) defined feedback as information about the gap between actual performance level and the reference level, which is subsequently used to alter that gap. Feedback, therefore, needs to be meaningful, understood and correctly acted upon. Tutors not only have to give feedback; they should really evaluate how effective their feedback has been. This study reports the findings of semi‐structured interviews with third year biology students on their utilization of tutor feedback. We show that students use feedback in six ways. Four specific uses were (a) to enhance motivation; (b) to enhance learning; (c) to encourage reflection; and (d) to clarify understanding. Two further forms of usage were, firstly, to enrich their learning environment and, secondly, to engage in mechanistic enquiries into their study. The findings are discussed in the context of current literature and specific recommendations are given as to how the impact of tutors’ feedback could be enhanced.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Cohen, L., Manion, L., & Morrison, K. (2007) · Routledge eBooks · doi:10.4324/9780203029053 · Cited by 20,105
THE ROLE OF TUTORING IN PROBLEM SOLVING *
Wood, D., Bruner, J. S., & Ross, G. (1976) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.1976.tb00381.x · Cited by 8,851 · cited 1×
“Application of this constructivist model of learning to higher education means that the intervention of the tutor may involve a kind of scaffolding process that enables the student to solve a problem or achieve a goal which would be beyond their unassisted efforts (Wood et al., 1976).”
BackgroundAssessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · cited 2×
“In order to do this the teacher needs to have an understanding of (a) subject and skill based knowledge; and (b) the needs of the learner (Black & Wiliam, 1998).”
BackgroundCohen, L., Manion, L., & Morrison, K. (2013) · Routledge eBooks · doi:10.4324/9780203720967 · Cited by 7,222
Formative assessment and the design of instructional systems
Sadler, D. R. (1989) · Instructional Science · doi:10.1007/bf00117714 · Cited by 4,285
Currivan, D. B., & Gilbert, N. (1994) · Teaching Sociology · doi:10.2307/1318574 · Cited by 1,735
Relations between teachers' approaches to teaching and students' approaches to learning
Trigwell, K., Prosser, M., & Waterhouse, F. (1999) · Higher Education · doi:10.1023/a:1003548313194 · Cited by 1,306
Formative Assessment: Revisiting the Territory
Sadler, D. R. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050104 · Cited by 1,107
Assessing Student Learning in Higher Education
Brown, G. A., Bull, J., & Pendlebury, M. (2013) · Routledge eBooks · doi:10.4324/9781315004914 · Cited by 926
Ramaprasad, A. (1983) · Behavioral Science · doi:10.1002/bs.3830280103 · Cited by 915
Cited by
Beyond feedback: developing student capability in complex appraisal
Sadler, D. R. (2010) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930903541015 · Cited by 1,138
Making Sense of Assessment Feedback in Higher Education
Evans, C. (2013) · Review of Educational Research · doi:10.3102/0034654312474350 · Cited by 1,143
From monologue to dialogue: Improving written feedback processes in mass higher education.
Nicol, D. (2010) · Assessment & Evaluation in Higher Education · doi:10.1080/02602931003786559 · Cited by 1,060
Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017) · Educational Psychologist · doi:10.1080/00461520.2016.1207538 · Cited by 884
Effectiveness of feedback: the students’ perspective
Poulos, A., & Mahony, M. J. (2008) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930601127869 · Cited by 544
Metadata
- Authors
- Orsmond, P., Merry, S., & Reiling, K.
- Venue
- Assessment & Evaluation in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2005-08
- Volume
- 30
- Issue
- 4
- Pages
- 369-386
- ISSN
- 0260-2938 (ISSN-L)
- 1469-297X
- OpenAlex
- W1986527125
- Cited by
- 276
- References
- 28
- FWCI
- 36.57
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Biology students’ utilization of tutors’ formative feedback: a qualitative interview study. https://app.cochat.ai/papers/10.1080/02602930500099177
- The paper
- Orsmond, P., Merry, S., & Reiling, K. (2005). Biology students’ utilization of tutors’ formative feedback: a qualitative interview study. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602930500099177
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
