The DOI matches its Crossref record; 48 of the 48 references it cites were found in a registry or an index.
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.
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.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“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
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“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
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“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
The cited source says what the claim attributes to it.
In the citing paper
“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 cited source says what the claim attributes to it.
In the citing paper
“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
In the citing paper
“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]
In the citing paper
“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]
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
Vygotsky, L. S. (1964) · Bulletin of the Orton Society · doi:10.1007/bf02928399 · Cited by 20,704
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905 · cited 1×
“It is not feasible here to summarise the findings from the four major reviews of feedback carried out by Natriello (1987), Crooks (1988), Black and Wiliam (1998), and Hattie and Timperley (2007), except to note that all dealt predominantly with school-level learning.”
Ambrose, A., Wittgenstein, L., & Anscombe, G. E. M. (1954) · Philosophy and Phenomenological Research · doi:10.2307/2103745 · Cited by 12,289
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152
Personal Knowledge: Towards a Post-Critical Philosophy
Reid, L. A., & Polanyi, M. (1959) · British Journal of Educational Studies · doi:10.2307/3119338 · Cited by 7,880
Nicol, D. J., & Macfarlane‐Dick, D. (2006) · Studies in Higher Education · doi:10.1080/03075070600572090 · Cited by 5,846
Learning to Teach in Higher Education
Ramsden, P., & Ramsden, P. (2003) · Routledge eBooks · doi:10.4324/9780203507711 · Cited by 5,148
Formative assessment and the design of instructional systems
Sadler, D. R. (1989) · Instructional Science · doi:10.1007/bf00117714 · Cited by 4,285
Self-citationThe psychology of meaningful verbal learning.
Ausubel, D. P. (1963) · Cited by 2,568
Learning to Teach in Higher Education
Ramsden, P. (2002) · Routledge eBooks · doi:10.4324/9780203413937 · Cited by 2,259
Research works printed but not linked: 1
- Bruner , J.S. , Goodnow , J.J. and Austin , G.A. 1956 . A study of thinking , New York : John Wiley .
Cited by
Sorted by citations
Items 701–800 of 999
How can we help students develop evaluative judgement? A scoping review of pedagogical approaches
Kang, J., Boud, D. J., Tai, J., & Hughes, L. K. (2026) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2026.2672116 · Cited by 2
Rojas, D. G., Jiménez‐Fernández, S., & Real, P. R. (2021) · Revista Electrónica Interuniversitaria de Formación del Profesorado · doi:10.6018/reifop.443551 · Cited by 6
El-Bellahy, S. (2020) · Journal of Engineering Science and Military Technologies /Journal of Engineering Science and Military Technologies · doi:10.21608/ejmtc.2021.57282.1161 · Cited by 2
Malone, T. (2021) · Scope Contemporary Research Topics (Learning and Teaching) · doi:10.34074/scop.4010001 · Cited by 2
Learning Hybrid by Doing Hybrid: Teaching Critical Digital Skills in a Safe Learning Space
Rennstich, J. K. (2023) · Springer eBooks · doi:10.1007/978-3-031-18038-5_13 · Cited by 2
Spagnoli, D., Kinash, S., Jorre, T. J. D. S., Male, S. A., Mouat, C. M., & McDougall, K. (2023) · Journal of Teaching and Learning for Graduate Employability · doi:10.21153/jtlge2023vol14no1art1654 · Cited by 2
Aslam, R., Khan, N., & Ahmed, U. (2023) · UMT Education Review · doi:10.32350/10.32350/uer.61.05 · Cited by 2
THE INFLUENCE OF LEARNING FACILITIES ON SOCIAL SCIENCE LEARNING ACHIEVEMENT IN ELEMENTARY SCHOOL
Marsini (2023) · International Journal of Social Science Educational Economics Agriculture Research and Technology (IJSET) · doi:10.54443/ijset.v2i6.161 · Cited by 2
Linking Assessment and Learning Analytics to Support Learning Processes in Higher Education
Schumacher, C. (2023) · Springer eBooks · doi:10.1007/978-3-319-17461-7_166 · Cited by 3
Lumadi, L. I. (2023) · South African Journal of Higher Education · doi:10.20853/37-5-5373 · Cited by 2
A Comparative Analysis Between Good Feedback Descriptors on Online Courses
Cavalcanti, A. P., Rolim, V., Gašević, D., & Mello, R. F. (2023) · Anais do ... Simpósio Brasileiro de Informática na Educação/Anais do Simpósio Brasileiro de Informática na Educação · doi:10.5753/sbie.2023.235316 · Cited by 2
Developing University Students’ Assessment Literacy - Theory and Practice
Holmes, A. G. D. (2024) · Innovare Journal of Education · doi:10.22159/ijoe.2024v12i5.52282 · Cited by 4
Unveiling Dynamics of Student Engagement in Thesis Supervision
Syafii, A., Munir, A., Anam, S., & Suhartono, S. (2025) · Pertanika journal of social science & humanities · doi:10.47836/pjssh.33.1.16 · Cited by 3
Skorbakk, I., & Gamlem, S. M. (2025) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2025.2534132 · Cited by 4
Assessment Feedback: We can do better
Evans, C. (2012) · ePrints Soton (University of Southampton) · Cited by 2
Using video feedback in formative assessments
McDowell, J. (2014) · University of Huddersfield Repository (University of Huddersfield) · Cited by 2
Meaning in constant flow – university teachers’ understanding of examination tasks
Sellbjer, S. (2015) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2015.1096900 · Cited by 2
Four Feed-Forward Principles Enhance Students' Perception of Feedback as Meaningful
Pears, A., Harland, J., Hamilton, M., & Hadgraft, R. G. (2014) · International Conference on Learning and Teaching in Computing and Engineering (LaTICE) · doi:10.1109/latice.2014.59 · Cited by 2
Does Mechanism Matter? Student Recall of Electronic versus Handwritten Feedback
Osterbur, M. E., Hammer, E. Y., & Hammer, E. D. (2015) · Georgia Educational Researcher · doi:10.20429/ijsotl.2015.090107 · Cited by 2
PEER ASSESSMENT AS ACTIVE LEARNING METHOD
von Rosen, T. (2014) · Cited by 2
Hamilton, J. (2016) · Journal of academic language and learning · Cited by 2
What....? Consensus moderation? But, you're probably doing it already!
Nulty, D. D. (2011) · Griffith Research Online · Cited by 2
Feedback, Feedforward, or Dialogue?
Carver, M. (2016) · Advances in higher education and professional development book series · doi:10.4018/978-1-5225-0531-0.ch001 · Cited by 2
Positioning Preservice Teacher Formative Assessment in the Literature
Dann, C. E., & O’Neill, S. (2017) · Advances in higher education and professional development book series · doi:10.4018/978-1-5225-2630-8.ch001 · Cited by 2
Identifying error types in visual diagnostic skill assessment
Ravesloot, C. J., van der Gijp, A., van der Schaaf, M. F., Huige, J. C. B. M., ten Cate, O., Vincken, K. L., Mol, C. P., & van Schaik, J. P. J. (2017) · Diagnosis · doi:10.1515/dx-2016-0033 · Cited by 2
Gómez, S. M., & Lorenzo, C. M. (2018) · Revista Perspectiva Empresarial · doi:10.16967/rpe.v5n1a2 · Cited by 2
Competency assessment in engineerign courses at the Universitat Politècnica de Catalunya in Spain
Martínez, M. M., García, B. A., & Matia, A. M. C. (2012) · Cited by 2
Diana, P., & Catone, M. C. (2018) · Italian journal of sociology of education · doi:10.14658/pupj-ijse-2018-1-7 · Cited by 2
What universities might learn from professional associations in marking large undergraduate modules
Evans, C., & Gardener, J. (2018) · Quality Assurance in Education · doi:10.1108/qae-05-2017-0018 · Cited by 2
Conrad, S. S., & Dabbagh, N. (2018) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-5225-5466-0.ch009 · Cited by 4
Improving communication for learning with students: expectations, feedback and feedforward
Ley, T., Kisielewska, J., Collett, T., & Burr, S. A. (2019) · MedEdPublish · doi:10.15694/mep.2019.000014.1 · Cited by 2
Teacher Expectations and Feedback Practices in South African Schools
Kanjee, A. (2018) · Cambridge University Press eBooks · doi:10.1017/9781316832134.022 · Cited by 2
Collaborative Learning in Co-Created Digital Space
van Oostveen, R., Hunter, W. J., Childs, E., Barber, W., & Gerbrandt, J. (2021) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-7998-6967-2.ch011 · Cited by 3
Wahyuni, S. (2021) · INFERENSI Jurnal Penelitian Sosial Keagamaan · doi:10.18326/infsl3.v15i1.163-184 · Cited by 2
Eriksson, A., Carlsson, C. J., & Börjeson, F. C. (2021) · Educare - vetenskapliga skrifter · doi:10.24834/educare.2021.1.2 · Cited by 2
Assessment and Feedback Practices in a Multigrade Context in South African Classrooms
Taole, M. J. (2021) · Springer eBooks · doi:10.1007/978-3-030-84803-3_8 · Cited by 2
Turan, S., Koray, Ö., & Kahraman, E. (2021) · Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi · doi:10.53487/ataunisosbil.737917 · Cited by 2
11 Disruptions and Dialogues: Supporting Collaborative Connoisseurship in Digital Environments
O’Shea, C., & Fawns, T. (2014) · Edinburgh University Press eBooks · doi:10.1515/9780748694556-015 · Cited by 2
Marion, C., Laferrière, T., & Tremblay-Gagnon, D. (2022) · Revue internationale du CRIRES innover dans la tradition de Vygotsky · doi:10.51657/ric.v6i1.51446 · Cited by 7
Arévalo, C. G., Monguillot, M., & Andrés, A. (2022) · Ágora/Ágora para la educación física y el deporte · doi:10.24197/aefd.24.2022.140-160 · Cited by 2
Formative Assessment to Support Preservice Teachers’ Self-Regulated Learning in Digital Education
Aras, S. (2023) · Springer eBooks · doi:10.1007/978-981-99-2107-2_6 · Cited by 2
Analysis of the Effectiveness of Feedback Provision in Intelligent Tutoring Systems
Jamaludin, N. H., & Romli, R. (2024) · Communications in computer and information science · doi:10.1007/978-981-99-9592-9_13 · Cited by 2
Improving quality of feedback using a technology-supported learning system
Grigoriou, T., & Cheong, C. (2015) · RMIT Research Repository (RMIT University Library) · Cited by 2
Taylor, S., Ryan, M. E., Pearce, J. M., & Elphinstone, L. (2016) · INTED proceedings · doi:10.21125/inted.2016.0569 · Cited by 2
Guariento, B., Rolińska, A., & Al-Masri, N. (2018) · Higher Education Research & Development · doi:10.1080/07294360.2018.1430124 · Cited by 2
Ma, J. (2019) · Springer eBooks · doi:10.1007/978-981-13-6653-6_16 · Cited by 2
Implementation and Assessment of a Blended Learning Environment in Postgraduate Education
Vonog, V., & Prokhorova, O. V. (2020) · KnE Social Sciences · doi:10.18502/kss.v4i2.6318 · Cited by 2
Ruiz, A. H., Herguedas, J. L. A., & Fraile, A. (2020) · Educación Física y Deporte · doi:10.17533/udea.efyd.v39n1a05 · Cited by 6
Excellence in university assessment: learning from award-winning practice, by David Carless
Klenowski, V. (2016) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2016.1162135 · Cited by 2
A Case Study of Mathematics Teachers' Use of Short-Cycle Formative Assessment Strategies
Davis, A. A. (2017) · University of North Texas Digital Library (University of North Texas) · doi:10.12794/metadc1011817 · Cited by 2
Esterhazy, R. (2019) · NORA - Norwegian Open Research Archives · Cited by 2
Formative assessment of language learning strategies
Gu, Y. (2020) · doi:10.26686/wgtn.12744719.v2 · Cited by 2
Pourdana, N. (2021) · Research Square · doi:10.21203/rs.3.rs-482242/v1 · Cited by 2
Clicker Interventions: Promoting Student Activity and Feedback at University Lectures
Egelandsdal, K., & Krumsvik, R. J. (2019) · Springer eBooks · doi:10.1007/978-3-319-60013-0_189-2 · Cited by 3
Formative assessment of language learning strategies
Gu, Y. (2020) · doi:10.26686/wgtn.12744719.v1 · Cited by 2
The Experience of Deep Learning by Accounting Students in a University Accounting Course
Turner, M. (2011) · Open Access Victoria University of Wellington | Te Herenga Waka (Figshare) · doi:10.26686/wgtn.16985443 · Cited by 3
Schreiben und Naturwissenschaften in der Hochschule
Riewerts, K. (2016) · Springer eBooks · doi:10.1007/978-3-658-12211-9_6 · Cited by 1
Bridging the gap between markers’ tacit knowledge and students’ assessment literacy
Mansi, G. (2021) · Compass Journal of Learning and Teaching · doi:10.21100/compass.v14i2.1224 · Cited by 1
Sharing practice on framing feedback around student development
Paterson, H., & McAleer, P. (2022) · Open Scholarship of Teaching and Learning · doi:10.56230/osotl.42 · Cited by 1
Key factors for designing and delivering an effective asynchronous professional learning experience
Cabral, A. P., & Fuller, S. (2023) · Compass Journal of Learning and Teaching · doi:10.21100/compass.v16i1.1392 · Cited by 1
Medstudentvurdering i gruppe på bachelor i sykepleie
Liland, M., & Steinseth, E. B. (2023) · Uniped · doi:10.18261/uniped.46.1.6 · Cited by 1
Implementation of verbal and written feedback classroom practices by teachers
Shatri, Z. G., & Zabeli, N. (2022) · South African Journal of Education · doi:10.15700/saje.v42ns1a2262 · Cited by 1
Rursch, J. A., Ryan, M. K., & Luse, A. (2023) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie58773.2023.10342989 · Cited by 1
Mandorli, F., & Otto, H. E. (2024) · Computer-Aided Design and Applications · doi:10.14733/cadaps.2024.739-758 · Cited by 3
A Study on the Effects of Children’s Evaluation Judgments on Self-Regulated Learning in Science
SAITO, N., & Wada, I. (2024) · Journal of Research in Science Education · doi:10.11639/sjst.a23001 · Cited by 1
Feedforward to promote scientific writing skills together – Joy at work instead of fear of failure
Josefsson, K. A., Olsson, A., & Gustafsson, J. (2024) · Innovations in Education and Teaching International · doi:10.1080/14703297.2024.2439471 · Cited by 1
Foschi, L. C., Doria, B., Laici, C., Gratani, F., Screpanti, L., Giuliano, M., Rossi, P. G., Giannandrea, L., Grion, V., & Montone, A. (2025) · EDUCATION SCIENCES AND SOCIETY · doi:10.3280/ess2-2024oa18951 · Cited by 1
Pass/fail grading in radiography clinical assessments: Insights from clinical practice educators
O’Connor, M., McGee, A., Redmond, G., Murphy, S., Ryan, M.-L., & McDermott, É. (2025) · Radiography · doi:10.1016/j.radi.2025.102947 · Cited by 3
Pollard, P., & Subasinghe, D. W. D. (2025) · Journal of Veterinary Medical Education · doi:10.3138/jvme-2025-0022 · Cited by 2
Effectiveness of Feedback on Continuous Assessment: Students’ Views
Sankaran, S., & Low, S. F. (2025) · Asian Journal of Assessment in Teaching and Learning · doi:10.37134/ajatel.vol15.1.4.2025 · Cited by 1
Collaborative assessment in design-based technology education
Aarnio, H., Kangas, K., Clavert, M., & Toom, A. (2025) · International Journal of Child-Computer Interaction · doi:10.1016/j.ijcci.2025.100779 · Cited by 1
Costes-Onishi, P., Kadir, M. S., & Vignesh, V. (2025) · Arts Education Policy Review · doi:10.1080/10632913.2025.2562387 · Cited by 1
Understanding Assessment for Learning
Wu, X. M., & Zhang, L. J. (2025) · English language education · doi:10.1007/978-981-95-3529-3_2 · Cited by 1
Beyond the red pen: Screencast-mediated feedback in L2 writing
Savaşçı, M., & Akçor, G. (2026) · Journal of Educational Technology and Online Learning · doi:10.31681/jetol.1836639 · Cited by 1
Fostering evaluative judgement in mathematics: involving students in evaluation
Caspari-Sadeghi, S., Forster, B., Proell, M., Bredberg, J., & Jemai, K. (2026) · International Journal of Mathematical Education in Science and Technology · doi:10.1080/0020739x.2026.2625811 · Cited by 1
The impact of social-affective support feedback on students’ science inquiry learning
He, J., Liu, Y., Zhao, W., Xie, K., & Zhang, D. (2026) · Learning and Motivation · doi:10.1016/j.lmot.2026.102270 · Cited by 1
Mazzullo, E., Bulut, O., Jerez, D., Vo, K., Walsh, C., Sitarenios, G., & Macintosh, A. (2026) · Education and Information Technologies · doi:10.1007/s10639-026-13988-0 · Cited by 2
Hybrid Physical Examination: Integrating Peer Feedback with Standardized Patient Encounters
Srivastava, S., Chen, S., Rosenberg, R., Traba, C. M., Grachan, J. J., & Kampf, R. (2026) · Medical Science Educator · doi:10.1007/s40670-026-02751-2 · Cited by 1
Jansen, T., Bahr, J. L., Schaller, N.-J., Höft, L., & Meyer, J. (2026) · Learning and Individual Differences · doi:10.1016/j.lindif.2026.102969 · Cited by 2
Ademolu, E. (2026) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2026.2711101 · Cited by 1
Rejeleene, R., Byram, J. N., Frankel, R. M., Isaacson, J. H., & Mehta, N. (2026) · Medical Science Educator · doi:10.1007/s40670-026-02865-7 · Cited by 1
Teaching Peer Review Reflective Processes in Accounting
Taylor, S., & Ryan, M. E. (2014) · Springer eBooks · doi:10.1007/978-3-319-09271-3_8 · Cited by 1
Zimbardi, K., Dekker, A., Bugarc̀ić, A., Colthorpe, K. L., Chunduri, P., Kibedi, J., Bryan‐Lluka, L. J., ENGSTROM, C. M., Worthy, P., & Long, P. (2014) · Proceedings of The Australian Conference on Science and Mathematics Education (formerly UniServe Science Conference) · Cited by 1
Wind turbine rescue: emerging skill retention issues and challenges
Lawani, K. O., Hare, B., & Cameron, I. (2014) · ResearchOnline · Cited by 1
Scott, L. M., & Fortune, C. J. (2020) · Arrow - TU Dublin (Technological University Dublin) · doi:10.21427/5ja3-jh19 · Cited by 1
O'ouin, C., Brown, G., Harris, L. R., & Lane, K. E. (2011) · Cited by 1
La información de retorno en la evaluación (Feedback)
Vallejo, P. M. (2012) · Dialnet (Universidad de la Rioja) · Cited by 1
Reforming Assessment to Promote Learning: Critical Issues from a Global Perspective
Joughin, G., & Hughes, C. (2016) · Education in the Asia-Pacific region · doi:10.1007/978-981-10-0431-5_15 · Cited by 1
Karlsen, K. H. (2016) · Acta Didactica Norge · doi:10.5617/adno.2992 · Cited by 1
Effectively integrating e-assessments in the design of virtual learning scenarios
Torres, J., Dodero, J. M., & Aedo, I. (2012) · International Symposium on Computers in Education · Cited by 1
Embedding Feedback in Learning and Assessment Tasks to Support Students’ Professional Learning
Han, C. W. C. 韓., & Yang, M. (2017) · Springer eBooks · doi:10.1007/978-981-10-3344-5_20 · Cited by 1
A Qualitative Study of Team Level Factors Affecting Innovation
Asli, N. B., Zouda, M., & Behdinan, K. (2017) · Proceedings of the Canadian Engineering Education Association (CEEA) · doi:10.24908/pceea.v0i0.6446 · Cited by 1
McMullan, J. (2016) · Research Portal (Queen's University Belfast) · Cited by 1
Miranda, S. A. C., & Navarrete, M. O. (2019) · Revista Electrónica Educare · doi:10.15359/ree.23-3.5 · Cited by 1
Morrison, K., Nand, M. M., & Lal, H. (2019) · Climate change management · doi:10.1007/978-3-030-32898-6_27 · Cited by 1
Kvalitativa aspekter av gestaltande redovisning - exemplet teater
Ahlstrand, P. (2020) · Educare - vetenskapliga skrifter · doi:10.24834/educare.2020.1.2 · Cited by 1
Significados y prácticas de evaluación formativa de los docentes formadores de profesores
de Valparaíso, P. U. C., & Orellana, C. O. (2020) · Revista Educación las Américas · doi:10.35811/rea.v10i2.98 · Cited by 1
Developing Gen Y Competencies for the New Work Environment
Faller, P., Lokhtina, I. A., Galimberti, A., & Sanojca, E. (2021) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-7998-6440-0.ch013 · Cited by 1
Metadata
- 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 ›
Are you an author, or do you see a problem with this page? Request a review
