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 801–900 of 999
Effect of formal training workshop on teachers’ quality of written feedback in higher education
Gul, R. B., Tharani, A. J., Rizvi, N. F., Ali, S. K., Lakhani, A., & Gowani, A. (2021) · Journal of Shifa Tameer-e-Millat University · doi:10.32593/jstmu/vol4.iss1.121 · Cited by 1
Cain, M., & Fanshawe, M. (2021) · IGI Global eBooks · doi:10.4018/978-1-6684-3542-7.ch056 · Cited by 1
Exploring narrative feedback to undergraduate dental hygiene and dental therapy students
Louca, C., Sparrius, M., Sparrius, S. K., & Sparrius, O. (2022) · Journal of Dental Education · doi:10.1002/jdd.12931 · Cited by 1
The Use of Video, Audio, and E-Portfolios to Provide Feedback
Uijl, S. G., & Filius, R. M. (2022) · Methods in physiology · doi:10.1007/978-3-030-95633-2_9 · Cited by 1
What Type of Oral Corrective Feedback do Chilean EFL Young Learners Prefer?
Aedo, P., & Millafilo, C. (2022) · HOW · doi:10.19183/how.29.2.643 · Cited by 1
Enhancing Computing Students’ Learning Experience by Using ePortfolio for Formative Assessment
Olstad, H. A., Krogstie, B. R., & Su, X. (2022) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie56618.2022.9962615 · Cited by 1
Introduction: Collaborative Active Learning—Strategies, Assessment and Feedback
Chang-Tik, C. (2022) · Springer eBooks · doi:10.1007/978-981-19-4383-6_1 · Cited by 1
Az értékes gyermek – az értékelés negyedik dimenziója
Arató, F. (2022) · Autonomy and Responsibility Journal of Educational Sciences · doi:10.15170/ar.2017.3.1-4.1 · Cited by 1
Choma, I. A., & Raymond, B. (2022) · African Journal of Teacher Education · doi:10.21083/ajote.v11i2.7054 · Cited by 2
Hinojosa, D. M. (2023) · PRACTICE · doi:10.1080/25783858.2023.2184715 · Cited by 1
Work‐based feedback conversations with GP teachers
Sturman, N. J., Mitchell, B. L., Jennings, W., Kelly, M., O'Reilly, J. M., & King, D. B. (2023) · The Clinical Teacher · doi:10.1111/tct.13576 · Cited by 1
Learning-centred assessment validation framework: A theoretical exploration
ACEM, U. S. A., Ijiwade, O., & Alonzo, D. (2023) · Critical Studies in Teaching and Learning · doi:10.14426/cristal.v11i1.613 · Cited by 1
Didattica universitaria, innovazione e inclusione. Valutazione e feedback
Corsi, M., Rossi, P. G., Giannandrea, L., & Winstone, N. (2023) · EDUCATION SCIENCES AND SOCIETY · doi:10.3280/ess1-2023oa16109 · Cited by 1
University didactics, innovation and inclusion. Assessment and feedback
Corsi, M., Rossi, P. G., Giannandrea, L., & Winstone, N. (2023) · EDUCATION SCIENCES AND SOCIETY · doi:10.3280/ess1-2023oa16111 · Cited by 1
Bu, X. (2023) · International Conference on Computer Science and Technologies in Education (CSTE) · doi:10.1109/cste59648.2023.00007 · Cited by 1
Written feedback messages: challenges and possibilities to support students’ learning
Carmo, M. (2023) · Advances in education and educational trends · doi:10.36315/2023eadviii09 · Cited by 1
Using pedagogical and psychological insights to train analysts using confidential data
Green, E., & Ritchie, F. (2023) · Journal of Privacy and Confidentiality · doi:10.29012/jpc.842 · Cited by 1
Feedback strategies in distance education: a survey of university students
Pentucci, M., & Laici, C. (2023) · Research on Education and Media · doi:10.2478/rem-2023-0022 · Cited by 3
Rabbani, L. M., & Aljanahi, M. H. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-0880-6.ch019 · Cited by 1
Mitchum, C., Rodrigo, R., & Koenig, S. (2024) · College Composition and Communication · doi:10.58680/ccc2024753513 · Cited by 1
Using the water pollution of Lake Pamvotis for science education in high school and college
Kotsis, K. Τ. (2024) · Aquademia · doi:10.29333/aquademia/14697 · Cited by 1
Pu, S., & Xu, H. (2024) · Language and Education · doi:10.1080/09500782.2024.2377375 · Cited by 1
Hurtado-Guerrero, M., Zavala-Crichton, J. P., Martín, P. D. V., Martín, E. B.-S., Sepulveda, R. A. Y., & Hinojosa-Torres, C. (2024) · Retos · doi:10.47197/retos.v59.107651 · Cited by 1
Learning by evaluating as an interview primer to inform design thinking
Thorne, S., Mentzer, N., Bartholomew, S. R., Strimel, G., & Ware, J. (2024) · International Journal of Technology and Design Education · doi:10.1007/s10798-024-09933-2 · Cited by 1
Infertility Disclosures Among Women, Men and Couples: A Systematic Literature Review
Lim, W. P. P., Tham, J. S., Osman, M. N., & Omar, S. Z. (2025) · Pertanika journal of social science & humanities · doi:10.47836/pjssh.33.1.06 · Cited by 2
Peer feedback modelling needs in online higher education: An exploratory study
Henderikx, M., Vrieling, E., Molin, F., & Nadolski, R. J. (2025) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2025.101464 · Cited by 9
Developing University Students’ Assessment Literacy and Autonomy through Coaching and Mentoring
Holmes, A. G. D. (2025) · Innovare Journal of Education · doi:10.22159/ijoe.2025v13i6.57146 · Cited by 1
Feedback Provision in Mentoring Conversations
Korver, B., & Tillema, H. (2015) · SensePublishers eBooks · doi:10.1007/978-94-6300-058-1_5 · Cited by 1
Questions for Assessment: A Guide for Tutors’ Practice and Student Development
McKevitt, C. (2015) · Arrow - TU Dublin (Technological University Dublin) · doi:10.21427/d72m82 · Cited by 1
Assessment in music: Consensus moderation of claims for learning outcomes in music courses
Lebler, D., Harrison, S., Carey, G., & Cain, M. (2013) · Research Bank (Australian Catholic University) · Cited by 1
Macro and Micro Strategies to Stimulate Students’ Criticality
Gunawardena, M. (2016) · International Journal for Cross-Disciplinary Subjects in Education · doi:10.20533/ijcdse.2042.6364.2016.0371 · Cited by 1
Students’ feedback: messages and implications
Kuryan, M. L. (2017) · Education & Self Development · doi:10.26907/esd12.1.05 · Cited by 1
Peer Feedback and Feedforward towards EFL Argumentative Writing
Gambhir, R., & Tangkiengsirisin, S. (2017) · The New English Teacher · Cited by 1
Hao, G. S., Chowdhury, S., Loh, S., & Zou, J. (2017) · Australian Conference on Computer-Human Interaction (OzCHI) · doi:10.1145/3152771.3156167 · Cited by 1
The Biomedical Writer: What You Need to Succeed in Academic Medicine
Douglas, Y., & Grant, M. B. (2018) · Cited by 1
Studenters oppfatninger av modelltekster i grunnskolelærerutdanningen
Gamlem, S. M., & Rogne, W. M. (2018) · Nordic Journal of Literacy Research · doi:10.23865/njlr.v4.1061 · Cited by 1
Exploring Approaches for Teaching and Learning Engineering Asset Management Courses
El-Akruti, K. O., Zhang, T., & Dwight, R. A. (2018) · IEEE International Conference on Teaching, Assessment, and Learning for Engineering · doi:10.1109/tale.2018.8615316 · Cited by 1
Feedback in der Hochschule und der Schule – eine Begriffsbestimmung
Resch, K. (2019) · journal für lehrerInnenbildung jlb 01-2019 feedback · doi:10.35468/jlb-01-2019_09 · Cited by 1
Exploring self-assessments in university undergraduate students: how accurate are they?
Mulrooney, H. M. (2019) · New Directions in the Teaching of Physical Sciences · doi:10.29311/ndtps.v0i14.3208 · Cited by 3
Brown, S. A. (2019) · Revista Infancia Educación y Aprendizaje · doi:10.22370/ieya.2019.5.2.1618 · Cited by 1
Focus group discussion in developing REMAD COCOPER learning strategy
Susilo, H., Sudrajat, A. K., & Subekti, H. (2019) · AIP conference proceedings · doi:10.1063/1.5139854 · Cited by 1
Tsedendamba, N., Grossi, V., & Volkov, M. (2020) · Multilingual education yearbook · doi:10.1007/978-3-030-41211-1_6 · Cited by 1
Jesus, R. F. (2020) · IGI Global eBooks · doi:10.4018/978-1-7998-3476-2.ch017 · Cited by 1
CLASS-O, A Cooperative Language Assessment System with Ontology
Namahoot, C. S., Brückner, M., & Nuntawong, C. (2020) · Lecture notes in computer science · doi:10.1007/978-3-030-60816-3_19 · Cited by 1
(España), U. D. L. L., Jiménez, F. J., Adelantado, V. N., (España), U. D. L. L., Suárez, R. S., & (España), U. D. L. L. (2021) · Universidad de La Laguna eBooks · doi:10.25145/b.evaformat.2021 · Cited by 1
Productive Assessment Used as Important Means of Technogenic Society Development
Vonog, V., Batunova, I. V., Baturina, N. V., & Struzik, A. A. (2021) · Studies in systems, decision and control · doi:10.1007/978-3-030-56433-9_115 · Cited by 1
رمــــــــــزى, ه. ش. (2020) · مجلة البحث العلمى فى التربية · doi:10.21608/jsre.2020.128492 · Cited by 1
Mikrovyučování jako prostor pro implementaci vrstevnického hodnocení do přípravy studentů učitelství
Rokos, L. (2020) · Pedagogická orientace · doi:10.5817/pedor2020-3-315 · Cited by 1
What's the Point? How Scores Undermine Written Comments on Open-Ended Work
Crain, P. A., & Bailey, B. P. (2021) · ACM Conference on Learning @ Scale (L@S) · doi:10.1145/3430895.3460132 · Cited by 1
Mentz, E., & Lubbe, A. (2021) · NWU self-directed learning series · doi:10.4102/aosis.2021.bk280.07 · Cited by 1
Olivier, J. (2021) · NWU self-directed learning series · doi:10.4102/aosis.2021.bk280.02 · Cited by 1
Reimann, N., Sambell, K., Sadler, I., & Kreber, C. (2021) · Edward Elgar Publishing eBooks · doi:10.4337/9781789907476.00025 · Cited by 1
THE RELEVANCE OF FEEDBACK MESSAGES IN COMMUNICATING QUALITY IN EDUCATIONAL CLASSROOM SETTINGS
Monje, V. Y., Neumann, M. A., & Elevancini, C. M. (2022) · Education and New Developments 2022 – Volume I · doi:10.36315/2022v1end020 · Cited by 1
Facultad de Ciencias Sociales, P. U. C. D. C., Morales, C. G., Araya, P. M., & Facultad de Ciencias Sociales, P. U. C. D. C. (2022) · Revista de Trabajo Social · doi:10.7764/rts.97.115-131 · Cited by 1
Challenging the Culture of Formative Assessment: A Critical Appreciation of the Work of Royce Sadler
Dobson, S. R., & Fudiyartanto, F. A. (2023) · The enabling power of assessment · doi:10.1007/978-3-031-26991-2_6 · Cited by 1
Bangladeshi Undergraduates’ Attitudes towards Teachers’ Feedback on Midterm Scripts
Shorna, S. A., & Suchona, I. J. (2020) · Crossings A Journal of English Studies · doi:10.59817/cjes.v11i.330 · Cited by 1
Gander, T. (2023) · ASCILITE Publications · doi:10.14742/apubs.2023.685 · Cited by 1
Comparison of Preparedness Levels of High School Students in Facing Disasters in West Java Province
Marlyono, S. G., & Triyanto, S. A. (2023) · JURNAL PENDIDIKAN ILMU SOSIAL · doi:10.17509/jpis.v32i1.55969 · Cited by 1
El desarrollo de la experticia evaluativa a través del trabajo con ejemplares en educación superior
Pérez, G. C., Pérez, P. R., & Lira, M. S. M. (2022) · Páginas de Educación · doi:10.22235/pe.v15i1.2658 · Cited by 1
Hyland, R. L. (2015) · Scholarship at UWindsor (University of Windsor) · Cited by 1
Soden, W. (2013) · White Rose eTheses Online (University of Leeds, The University of Sheffield, University of York) · Cited by 1
Peer assisted learning in undergraduate clinical medical education: a mixed methods study
Tai, J. (2017) · Figshare · doi:10.4225/03/58b3be1c67424 · Cited by 1
Experiences of feedback on medical students’ clinical skills performance in a clinical skills centre
van der Merwe, C. (2016) · SUNScholar (Stellenbosch University) · Cited by 1
Duers, L. E. (2013) · STAX · doi:10.48730/0yrz-pe80 · Cited by 1
Reddy, K. K. (2019) · Otago University Research Archive (University of Otago) · Cited by 1
Finch, M. (2020) · Queensland University of Technology · doi:10.5204/thesis.eprints.204113 · Cited by 1
Design and Validation of a Scale of Attitudes Towards Academic Feedback (SAAF)Preprint
Fuentes-Henríquez, C., Tapia-Ladino, M., Butter, M. C., & Farfán, J. M. (2020) · Preprints.org · doi:10.20944/preprints202011.0596.v1 · Cited by 1
Swanepoel, A. (2020) · University of Bridgeport ScholarWorks (University of Bridgeport) · Cited by 1
Formative assessment of language learning strategies
Gu, Y. (2020) · doi:10.26686/wgtn.12744719 · Cited by 1
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_189-1 · Cited by 1
A formação do treinador de futsal no Brasil
Filho, C. V. M. (2022) · doi:10.47749/t/unicamp.2022.1243275 · Cited by 1
Swingler, M. V., Nicol, D., & Morrow, L. I. (2024) · doi:10.35542/osf.io/sertj · Cited by 1
Motivating Interior Design Students Toward Professional Creativity: The Role of Feedback
Alzenki, F. S. (2023) · doi:10.31274/td-20240329-525 · Cited by 1
Mohebbi, H., & Panahi, A. (2025) · Elsevier eBooks · doi:10.1016/b978-0-323-95504-1.00359-8 · Cited by 1
Gymnasieungdomars erfarenheter av hur yrkeslärande bedöms
Wyszynska-Johansson, M. (2015) · Gothenburg University Publications Electronic Archive (Gothenburg University) · Cited by 1
Effect van kernfeedback op emoties
Colijn, Y. (2013) · Utrecht University Repository (Utrecht University)
Cookson, C. J. (2026) · Warwick Research Archive Portal (University of Warwick) · doi:10.82444/warw.33696664
Los proyectos como buenos ejemplos de evaluación: GRAPA-RIMA-Universidad Politècnica de Catalunya
García, B. A., Ballesteros, M. N. S., Donaire, S. R., García-Almiñana, D., Poch, A. P., Matia, A. M. C., & Martínez, M. M. (2011)
“What do I do here?”: Higher Order Learning Effects of Enhancing Task Instructions
Chamberlain, S., & Zuvela, D. (2013) · International Journal of Higher Education · doi:10.5430/ijhe.v2n4p143
Rushton, S. J. (2021) · Digital Commons - USU (Utah State University) · doi:10.26076/0066-5dc0
The role of group writing activity on disciplinary literacy appropriation at university
Dimitriou, C. C. (2015) · The University of Bath Online Publications Store (The University of Bath)
University Professor Feedback that Works
Watson, A. B., & Bakerson, M. A. (2014)
Feedback on learning: In the hands of the user
Nicol, D. (2012)
Piecing Together the Puzzle: The Formative Assessment Activity in a Grade 8 Philosophy Class
Kronberg, C. (2015) · Summit (Simon Fraser University)
Formative Assessment Strategies: Levels of Use by High School English and Mathematics Teachers
Hauser, D. L. (2015) · ISU Red - Research and eData (Illinois State University) · doi:10.30707/etd2015.hauser.d
Duff, S. C., Kinmond, K., Norton, L., Eckert, C., & Pauli, R. (2014) · Psychology Learning & Teaching · doi:10.2304/plat.2014.13.1.58
Hughes, J. S. (2015) · ThinkTech (Texas Tech University)
Puerto Rican Vocational Students' Experiences Regarding Standardized Tests.
Segui, N. I. (2016) · ScholarWorks (Walden University)
Jiranantanagorn, P., Bhardwaj, P., Li, R., Shen, H., Goodwin, R., & Teoh, K.-K. (2015) · Australasian Software Engineering Conference (ASWEC) · doi:10.1145/2811681.2824994
Identity Features in Nigerian Students’ Descriptive Writings
Muhammad, A. S., Nair, S. M., & Singh, M. K. S. (2016) · Journal of applied linguistics and language research
Williams, J. A. (2013) · UC Research Repository (University of Canterbury) · doi:10.26021/9668
EXPLORING NEW FRONTIERS IN SELF AND PEER ASSESSMENT
de Leeuw, J., Szumlas, B., Jordan, K., Humphry, S., & Matsumoto, L. (2014) · doi:10.11575/prism/5282
de Investigación, R. E., & Brown, S. A. (2015)
Implementing Formative Assessment at the Workplace: A Retrospective Analyses
Besar, M. N. A., Ahmad, S., Yaman, M. N., Kamarudin, M. A., Bujang, S. M., Davies, M. S., & Taras, M. (2015) · International Conference on Higher Education Advances (HEAd) · doi:10.4995/head15.2015.446
Participants’ Perceptions of Fair and Valid Assessment in Tertiary Music Education
Cain, M. (2014) · Landscapes: the arts, aesthetics, and education · doi:10.1007/978-3-319-10274-0_7
Algwil, K. A. (2016) · University of Huddersfield Repository (University of Huddersfield)
Bobrova, Y., Marjanovic-Halburd, L., & McLennan, P. (2016) · EDULEARN proceedings · doi:10.21125/edulearn.2016.1003
Implications for Student Feedback
Kinchin, I. M. (2016) · SensePublishers eBooks · doi:10.1007/978-94-6300-627-9_7
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
