Beyond feedback: developing student capability in complex appraisal
Open accessAbstract
Giving students detailed feedback about the strengths and weaknesses of their work, with suggestions for improvement, is becoming common practice in higher education. However, for many students, feedback seems to have little or no impact, despite the considerable time and effort put into its production. With a view to increasing its effectiveness, extensive theoretical and empirical research has been carried out into its structure, timing and other parameters. For students to be able to apply feedback, they need to understand the meaning of the feedback statements. They also need to identify, with near certainty, the particular aspects of their work that need attention. For these to occur, students must possess critical background knowledge. This article sets out the nature of that knowledge and how students can acquire it. They must appropriate for themselves three fundamental concepts – task compliance, quality and criteria – and also develop a cache of relevant tacit knowledge.
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There was an improvement in students' evaluative expertise over time.
“This points to an improvement in students ' evaluative expertise over time (Sadler 2010) as they related their evaluations to the evaluations of others; they reflected whether their judgements were appropriate or not, looking for ways to improve future feedback content and wondering what they had missed in making their judgements that others had noticed (Boud et al. 2013).”
From Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills (2018) · cites this paper as Sadler 2010
In “A way forward” (page unavailable), Sadler proposes peer-assessment practice that would bring students into a “progressively mature capability in making evaluative judgments.” This supports the idea that evaluative expertise can develop over time, but the paper does not report an observed improvement in students. (LLM, conf=0.82)
Experimental — accuracy not yet measuredStudent capability in complex appraisal is necessary for learning from feedback.
“Here, he proposed that student capability in ' complex appraisal ' was necessary for learning from feedback and that educators needed to do more to articulate the reasons for the information provided (i.e. quality notions) rather than providing information.”
From Developing evaluative judgement: enabling students to make decisions about the quality of work (2018) · cites this paper as Sadler 2010
The Abstract says students need background knowledge to apply feedback, and ‘A way forward’ calls for developing their capability to make complex judgments. But the paper proposes helping students see and understand the reasons for quality, rather than simply having educators articulate those reasons more fully in the information they provide. No page numbers are available in our copy. (LLM, conf=0.84)
Experimental — accuracy not yet measuredPeer review or assessment is an additional method for developing complex appraisal capability.
“Sadler also suggested that an additional method for developing this capability was peer review or assessment, which was also taken up by Gielen et al. (2011).”
From Developing evaluative judgement: enabling students to make decisions about the quality of work (2018) · cites this paper as Sadler 2010
This will help students develop appropriate evaluative judgement in relation to criteria or standards and make more sense of and take greater control of their own learning.
“This will help them develop appropriate evaluative judgement themselves in relation to criteria or standards and make more sense of and take greater control of their own learning (Boud and Soler 2016; Sadler 2010).”
From Developing evaluative judgement: enabling students to make decisions about the quality of work (2018) · cites this paper as Sadler 2010
The pedagogies for developing evaluative judgement were identified through consideration of previous conceptual work that touched on the notion that students need a sense of quality to successfully undertake study and conduct their future lives as graduates.
“We identified these pedagogies as developing evaluative judgement through the consideration of previous conceptual work which touched on the notion that students need a sense of quality to successfully undertake study and conduct their future lives as graduates (e.g. Sadler 2010; Boud and Falchikov 2007).”
From Developing evaluative judgement: enabling students to make decisions about the quality of work (2018) · cites this paper as Sadler 2010
For information to become feedback, it must enable the learner to take action to remedy the gap between actual and desired performance.
“Sadler suggests that for information to become feedback, it must enable the learner to take action to remedy the gap between actual and desired performance [37].”
From Guidelines: The do’s, don’ts and don’t knows of feedback for clinical education. (2015) · cites this paper as [37]
Feedback helps students make sense of their learning and compare their performance against a recognized standard.
“Feedback helps students make sense of their learning and compare their performance against a recognized standard. 1-3”
From Medical student perceptions of feedback and feedback behaviors within the context of the “educational alliance.” (2017) · cites this paper as [2]
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Hearing you loud and clear: student perspectives of audio feedback in higher education
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Students’ perceptions of the usefulness of marking guides, grade descriptors and annotated exemplars
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Making judgements: investigating the process of composing and receiving peer feedback
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Making internal feedback explicit: exploiting the multiple comparisons that occur during peer review
Nicol, D., & McCallum, S. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2021.1924620 · Cited by 107 · see citing works
Critical Perspectives on Service-Learning in Higher Education
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Feedback Dialogues That Stimulate Students' Reflective Thinking
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Audio peer feedback to promote deep learning in online education
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Effectiveness of Using Screencast Feedback on EFL Students’ Writing and Perception
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Three in-course assessment reforms to improve higher education learning outcomes
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Self-citationThe role of e‐portfolios in supporting productive learning
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“The Most Crushing Thing”: Understanding Resident Assessment Burden in a Competency-Based Curriculum
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Scaffolding theory: High challenge, high support in Academic Language and Learning (ALL) contexts
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Assessment for Experiential Learning
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Feed-forward assessment, exemplars and peer marking: evidence of efficacy
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Good and bad practices in rubrics: the perspectives of students and educators
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- Authors
- Sadler, D. R.
- Affiliations
- Griffith University (AU)
- Corresponding author
- Sadler, D. Royce
- ORCID
- Sadler, D. Royce
- Venue
- Assessment & Evaluation in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2010-08
- Volume
- 35
- Issue
- 5
- Pages
- 535-550
- ISSN
- 0260-2938 (ISSN-L)
- 1469-297X
- OpenAlex
- W2116967411
- Cited by
- 1,138
- References
- 48
- Citations by year
- 2026: 66 · 2025: 60 · 2024: 71 · 2023: 90 · 2022: 82 · 2021: 102 · 2020: 103 · 2019: 82 · 2018: 80 · 2017: 88 · 2016: 77 · 2015: 69 · 2014: 60 · 2013: 48 · 2012: 36
- FWCI
- 162.34
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Locations
- Assessment & Evaluation in Higher Education (publishedVersion)
- Griffith Research Online (submittedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Higher Education Practises and Engagement
- Keywords
- feedback effectiveness, student ability, tacit knowledge, task compliance, quality standards, student self-assessment, higher education assessment
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 ›
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