The DOI matches its Crossref record; 80 of the 81 references it cites were found in a registry or an index.
Beyond ‘doing time’: investigating the concept of student engagement with feedback
Abstract
Feedback on students’ assignments may be comprehensive and well-constructed as a result of careful thought from tutors trying to identify and address students’ needs. However, feedback’s utility ultimately depends on the way students engage with it. ‘Doing time’ by complying with a norm of collecting, but then only skim-reading, feedback is a long way from the ‘mindful’ engagement associated with reflection, interpretation, deepening understanding and changes in later behaviour. This article argues that the literature’s traditional focus on experimental studies of feedback attributes (whilst ignoring students’ engagement) is misplaced, particularly given the methodological problems and inconsistent findings associated with these studies. These limitations suggest the need for an alternative line of enquiry. In this article, we develop a conceptual framework intended to illuminate the process of student engagement with feedback. We further propose a research agenda which can convey the variety of student experiences and generate analytic insights about students’ evolving engagement as a result of multiple feedback encounters in an educational setting. We suggest that this research agenda can lead to policies and practices to enhance student engagement with feedback, which may build students’ sense of responsibility and ownership for their learning.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
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?
In the citing paper
“Beyond the refinement of students’ feedback skills, an equally pivotal aspect is the cultivation of their feedback literacy, which ultimately determines their ability to reap the full benefits of peer feedback activities (Handley et al., 2011).”
From Incorporating peer feedback in academic writing: a systematic review of benefits and challenges (2024) · cites this paper as Handley et al., 2011
In the citing paper
“Student engagement with feedback, however, has been an under-researched area in L2 writing, although it has been shown to play a pivotal role in learning in studies of evaluation in higher education (Handley, Price & Millar, 2011;Price, Handley & Millar, 2011).”
From Student engagement with teacher and automated feedback on L2 writing (2018) · cites this paper as Handley, Price & Millar, 2011
In the citing paper
“although it has been shown to play a pivotal role in learning in studies of evaluation in higher education (Handley, Price & Millar, 2011;Price, Handley & Millar, 2011).”
From Student engagement with teacher and automated feedback on L2 writing (2018) · cites this paper as Handley, Price & Millar, 2011
Citations
Cites
Self-efficacy: Toward a unifying theory of behavioral change
Bandura, A. (1977) · Psychological Review · doi:10.1037/0033-295x.84.2.191 · Cited by 43,925
Situated Learning: Legitimate Peripheral Participation.
Bloch, M. E. F., Lave, J., & Wenger, É. (1994) · Man · doi:10.2307/2804509 · Cited by 39,362
Situated Learning: Legitimate Peripheral Participation
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 35,324
(1993) · Journal of the American Dietetic Association · doi:10.1016/0002-8223(93)91697-o · Cited by 18,452
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905
School Engagement: Potential of the Concept, State of the Evidence
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004) · Review of Educational Research · doi:10.3102/00346543074001059 · Cited by 12,581 · cited 6×
“…studied—such as student conduct, attitudes and self-regulated learning—but argue that ‘engagement has considerable potential as a multidimensional construct that unites the three components in a meaningful way . . . and can be thought of as a meta construct’ (Fredricks et al., 2004, p. 60).”
BackgroundInfluentialThe critical incident technique.
Flanagan, J. C. (1954) · Psychological Bulletin · doi:10.1037/h0061470 · Cited by 8,191
Kluger, A. N., & DeNisi, A. (1996) · Psychological Bulletin · doi:10.1037/0033-2909.119.2.254 · Cited by 5,882
Antecedents and consequences of employee engagement
Saks, A. M. (2006) · Journal of Managerial Psychology · doi:10.1108/02683940610690169 · Cited by 5,577
Expansive Learning at Work: Toward an activity theoretical reconceptualization
Engeström, Y. (2001) · Journal of Education and Work · doi:10.1080/13639080020028747 · Cited by 5,436
Research works printed but not linked: 6
- Boud D. 2009. Assessment for real-world learning. Seminar at Oxford Brookes University 21 January 2009.
- 10.3102/00346543059002117 · DOI · Paper page
- Hawkridge , D. and Edirisingha , P. 2002 . Interaction through media, texts and technologies, course material for H802, Applications of Information Technology in Open and Distance Education , 5th edn. , Milton Keynes : The Open University .
- Marton , F. and Saljo , R. 1984 . “ Approaches to learning ” . In The experience of learning , Edited by: Marton , F. , Hounsell , D. and Entwistle , N. Edinburgh : Scottish Academic Press .
- Willis , P. 1977 . Learning to labour , Farnborough : Saxon House .
- Willms , J. 2003 . Student engagement at school: a sense of belonging and participation , Paris : Organisation for Economic Cooperation and Development .
Cited by
Sorted by citations
Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017) · Educational Psychologist · doi:10.1080/00461520.2016.1207538 · Cited by 884
Student engagement with teacher and automated feedback on L2 writing
Zhang, Z. (., & Hyland, K. (2018) · Assessing Writing · doi:10.1016/j.asw.2018.02.004 · Cited by 546
Winstone, N. E., Nash, R. A., Rowntree, J., & Parker, M. (2017) · Studies in Higher Education · doi:10.1080/03075079.2015.1130032 · Cited by 417
“As noted earlier, for feedback to be put into action, students have to be ‘ready to engage’ (Handley et al. 2011); our data show that this implementation can be impeded by a lack of proactivity and receptiveness.”
BackgroundFostering student engagement with feedback: An integrated approach
Zhang, Z., & Hyland, K. (2021) · Assessing Writing · doi:10.1016/j.asw.2021.100586 · Cited by 351
Zhang, Z. (. (2020) · Assessing Writing · doi:10.1016/j.asw.2019.100439 · Cited by 256
Student Perceptions of Assessment Feedback: A Critical Scoping Review and Call for Research
Van der Kleij, F. M., & Lipnevich, A. A. (2021) · Educational Assessment, Evaluation and Accountability · doi:10.1007/s11092-020-09331-x · Cited by 189
Zhan, Y., & Yan, Z. (2026) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2025.2471821 · Cited by 162
der Kleij, F. M. V. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.06.010 · Cited by 175
Improving the student learning experience through dialogic feed-forward assessment
Hill, J., & West, H. (2019) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2019.1608908 · Cited by 196
Responsibility-Sharing in the Giving and Receiving of Assessment Feedback
Nash, R. A., & Winstone, N. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.01519 · Cited by 140
Feedback literacies as sociomaterial practice
Gravett, K. (2020) · Critical Studies in Education · doi:10.1080/17508487.2020.1747099 · Cited by 150
Gan, Z., An, Z., & Liu, F. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.697045 · Cited by 182
Developing and validating a student feedback literacy scale
Zhan, Y. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2021.2001430 · Cited by 140
“It’s yours to take”: generating learner feedback literacy in the workplace
Noble, C., Billett, S. R., Armit, L., Collier, L., Hilder, J., Sly, C., & Molloy, E. (2019) · Advances in Health Sciences Education · doi:10.1007/s10459-019-09905-5 · Cited by 138
Lim, L.-A., Dawson, S., Gašević, D., Joksimović, S., Pardo, A., Fudge, A., & Gentili, S. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1782831 · Cited by 113
Building Feedback Literacy: Students’ Perceptions of the Developing Engagement With Feedback Toolkit
Winstone, N., Mathlin, G., & Nash, R. A. (2019) · Frontiers in Education · doi:10.3389/feduc.2019.00039 · Cited by 131
Students' perceptions of teachers' feedback practice in teaching English as a foreign language
Vattøy, K.-D., & Smith, K. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.06.024 · Cited by 137
Monteiro, V., Carvalho, C., & Santos, N. N. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.661736 · Cited by 97
Generative artificial intelligence as an enabler of student feedback engagement: a framework
Zhan, Y., Boud, D., Dawson, P., & Yan, Z. (2025) · Higher Education Research & Development · doi:10.1080/07294360.2025.2476513 · Cited by 94
Wood, J. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2021.1914544 · Cited by 108
A dialogic technology-mediated model of feedback uptake and literacy
Wood, J. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1852174 · Cited by 96
Student engagement with feedback and attainment: the role of academic self-efficacy
Adams, A.-M., Wilson, H. K., Money, J., Palmer-Conn, S., & Fearn, J. (2019) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2019.1640184 · Cited by 111
Learner engagement and language learning: a narrative inquiry of a successful language learner
Zhang, Z. (2020) · Language Learning Journal · doi:10.1080/09571736.2020.1786712 · Cited by 76
"Check the Grade, Log Out": Students' Engagement with Feedback in Learning Management Systems
Winstone, N., Bourne, J., Medland, E., Niculescu, I., & Rees, R. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1787331 · Cited by 73
Morris, C., & Chikwa, G. (2016) · Active Learning in Higher Education · doi:10.1177/1469787416637482 · Cited by 71
Facilitating Students’ Active Engagement with Feedback
Jönsson, A., & Panadero, E. (2018) · Cambridge University Press eBooks · doi:10.1017/9781316832134.026 · Cited by 69
Zhang, Z., & Hyland, K. (2023) · Computer Assisted Language Learning · doi:10.1080/09588221.2023.2256815 · Cited by 86
Zhang, Z. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2021.1933900 · Cited by 86
Mensink, P. J., & King, K. (2019) · British Journal of Educational Technology · doi:10.1111/bjet.12752 · Cited by 63
Cheng, X., & Zhang, L. J. (2024) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2024.101337 · Cited by 62
Educators’ perceptions of responsibility-sharing in feedback processes
Winstone, N., Pitt, E., & Nash, R. A. (2020) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1748569 · Cited by 64
Li, F., & Han, Y. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2021.1908957 · Cited by 59
Wang, S., & Zhang, D. (2020) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1718599 · Cited by 67
der Kleij, F. M. V., & Adie, L. E. (2020) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2020.1748871 · Cited by 59
Xu, S., Su, Y., & Liu, K. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13457-0 · Cited by 98
Zhang, Z., & Xu, L. (2022) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2022.2102175 · Cited by 57
How recorded audio-visual feedback can improve academic language support
Cavaleri, M., Kawaguchi, S., Biase, B. D., & Power, C. (2019) · Journal of University Teaching and Learning Practice · doi:10.53761/1.16.4.6 · Cited by 48
Harper, F., Green, H., & Fernández-Toro, M. (2015) · Language Learning Journal · doi:10.1080/09571736.2015.1061586 · Cited by 43
Crimmins, G., Nash, G., Oprescu, F., Liebergreen, M., Turley, J., Bond, R., & Dayton, J. (2014) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2014.986644 · Cited by 41
Engaging with multiple sources of feedback in academic writing: postgraduate students’ perspectives
Xu, L., & Zhang, T. (2023) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2022.2161089 · Cited by 40
Hughes, M., Salamonson, Y., & Metcalfe, L. (2020) · Nurse Education in Practice · doi:10.1016/j.nepr.2020.102803 · Cited by 40
Am I Wrong, or Is the Autograder Wrong? Effects of AI Grading Mistakes on Learning
Li, T. W., Hsu, S., Fowler, M., Zhang, Z., Zilles, C. B., & Karahalios, K. G. (2023) · ACM Conference on International Computing Education Research (ICER) · doi:10.1145/3568813.3600124 · Cited by 38
Scott, G. W. (2017) · Higher Education Pedagogies · doi:10.1080/23752696.2017.1307692 · Cited by 37
Gravett, K., & Winstone, N. (2018) · Teaching in Higher Education · doi:10.1080/13562517.2018.1498076 · Cited by 37
Promoting student engagement with teacher feedback through rebuttal writing
Man, D., Chau, M. H., & Bei-bei, K. (2020) · Educational Psychology · doi:10.1080/01443410.2020.1746238 · Cited by 37
Engagement and Challenges in Supervisory Feedback: Supervisors’ and Students’ Perceptions
Bastola, M. N. (2020) · RELC Journal · doi:10.1177/0033688220912547 · Cited by 35
Students’ feedback literacy in higher education: an initial scale validation study
Woitt, S., Weidlich, J., Jivet, I., Orhan Göksün, D., Drachsler, H., & Kalz, M. (2025) · Teaching in Higher Education · doi:10.1080/13562517.2023.2263838 · Cited by 45
Huisman, B., Saab, N., DRIEL, J. H. V., & van den Broek, P. (2017) · Higher Education Research & Development · doi:10.1080/07294360.2017.1325854 · Cited by 33
Tian, J., & Low, G. D. (2012) · Language Culture and Curriculum · doi:10.1080/07908318.2012.734313 · Cited by 32
Zhan, Y. (2021) · Teaching in Higher Education · doi:10.1080/13562517.2021.2021393 · Cited by 32
der Kleij, F. M. V. (2020) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2020.100907 · Cited by 30
Facilitating Students’ Use of Feedback: Capturing and Tracking Impact Using Digital Tools
Winstone, N. (2019) · Springer eBooks · doi:10.1007/978-3-030-25112-3_13 · Cited by 30
Meyer, J., Jansen, T., & Fleckenstein, J. (2025) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2025.102363 · Cited by 35
Lyu, B., & Lai, C. (2022) · Computer Assisted Language Learning · doi:10.1080/09588221.2022.2030364 · Cited by 33
Does teacher homework feedback matter to 6th graders’ school engagement?: a mixed methods study
da Cunha, J. S., Rosário, P. J. S. L. F., Núñez, J. C., Vallejo, G., Martins, J. A. O., & Högemann, J. (2019) · Metacognition and Learning · doi:10.1007/s11409-019-09200-z · Cited by 27
Feedback engagement of Chinese international doctoral students
Xu, L., Teng, L. S., & Cai, J. (2020) · Studies in Continuing Education · doi:10.1080/0158037x.2020.1718634 · Cited by 27
Psychology students’ perception of and engagement with feedback as a function of year of study
Ali, N., Rose, S. E., & Ahmed, L. (2014) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2014.936355 · Cited by 27
Understanding how students process and use feedback to support their learning
Hepplestone, S., & Chikwa, G. (2014) · Practitioner Research in Higher Education · Cited by 27
Friction: Deciphering Writing Feedback into Writing Revisions through LLM-Assisted Reflection
Zhang, C., Ju, K., Bidoshi, P., Yen, Y.-C. G., & Rzeszotarski, J. M. (2025) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3706598.3714316 · Cited by 38
Fleckenstein, J., Jansen, T., Meyer, J., Trüb, R., Raubach, E. E., & Keller, S. (2024) · Learning and Instruction · doi:10.1016/j.learninstruc.2024.101977 · Cited by 30
Zheng, Y., Zhong, Q., Yu, S., & Li, X. (2020) · SAGE Open · doi:10.1177/2158244020932536 · Cited by 26
Incorporating peer feedback in academic writing: a systematic review of benefits and challenges
Wei, Y., & Liu, D. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1506725 · Cited by 26
Diefes‐Dux, H. A., & Castro, L. M. C. (2022) · Journal of Engineering Education · doi:10.1002/jee.20452 · Cited by 22
Investigating non-engagement with feedback in higher education as a social practice
Jørgensen, B. M. (2018) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2018.1525691 · Cited by 25
The Effectiveness of Pre‐sessional EAP Programmes in UK Higher Education: A Review of the Evidence
Pearson, W. S. (2020) · Review of Education · doi:10.1002/rev3.3191 · Cited by 21
Wang, Y., & Xu, J. (2024) · System · doi:10.1016/j.system.2024.103376 · Cited by 23
Wiltbank, L. B., Williams, K. R., Salter, R. L., Marciniak, L., Sederstrom, E., McConnell, M., Offerdahl, E. G., Boyer, J., & Momsen, J. L. (2018) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2018.1516731 · Cited by 25
Anchored in praise? Potential manifestation of the anchoring bias in feedback reception
Lipnevich, A. A., Eßer, F. J., Park, M. J., & Winstone, N. (2023) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969594x.2023.2179956 · Cited by 18
“However, several studies demonstrated that students’ use of feedback can be rather limited (e.g., Handley et al., 2011; Jonsson, 2012; Price et al., 2016).”
BackgroundDaumiller, M., & Meyer, J. (2026) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2025.102390 · Cited by 23
Higher Education in Times of Covid-19: Giving Online Feedback Implementation Another Look
Hast, M. (2020) · Higher Education Studies · doi:10.5539/hes.v11n1p1 · Cited by 18
Högemann, J., da Cunha, J. S., Núñez, J. C., Vallejo, G., Rodríguez, C., & Rosário, P. J. S. L. F. (2021) · Reading and Writing · doi:10.1007/s11145-021-10159-0 · Cited by 18
Li, F., & Han, Y. (2022) · Journal of English for Academic Purposes · doi:10.1016/j.jeap.2022.101211 · Cited by 17
Máñez, I., Skrobiszewska, N., Tomás, A. D., Cantero, M. J., Cerdán, R., García, Ó. F., & García‐Ros, R. (2024) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12993 · Cited by 19
Feedback in technology‐based instruction: Learner preferences
Lefevre, D., & Cox, B. M. (2014) · British Journal of Educational Technology · doi:10.1111/bjet.12227 · Cited by 19
Buckley, P. (2012) · Journal of Biological Education · doi:10.1080/00219266.2012.702676 · Cited by 16
Prior experience with online feedback: its influence on students’ engagement
Espasa, A., Guasch, T., Saíz, R. M. M., & Melo, M. M. (2022) · Distance Education · doi:10.1080/01587919.2022.2088480 · Cited by 16
Cheng, X., Gao, L. X., & Liu, Y. (2024) · System · doi:10.1016/j.system.2024.103375 · Cited by 19
Brown, G., & Harris, L. R. (2018) · Cambridge University Press eBooks · doi:10.1017/9781316832134.007 · Cited by 14
Peng, H., Jager, S., & Lowie, W. M. (2023) · Language Learning Journal · doi:10.1080/09571736.2023.2244513 · Cited by 13
Evaluating alignment of student and tutor perspectives on feedback on language learning assignments
Fernández-Toro, M., & Furnborough, C. (2018) · Distance Education · doi:10.1080/01587919.2018.1520043 · Cited by 13
The role of learner engagement with corrective feedback in EFL/ESL classrooms
Liu, H., & Feng, M. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1118467 · Cited by 34
Mental toughness in higher education: exploring the roles of flow and feedback
Clair‐Thompson, H. S., & Devine, L. (2023) · Educational Psychology · doi:10.1080/01443410.2023.2205622 · Cited by 12
The impact of cognitive and motivational resources on engagement with automated formative feedback
Barkela, V., Schmitt, L., & Leuchter, M. (2023) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2023.102234 · Cited by 18
Visibilizing invisible engagement behind students’ no-revision operation to written feedback
Fu, X., Yang, C., & Zhang, T. (2024) · Language Teaching Research · doi:10.1177/13621688241227666 · Cited by 14
Liu, T., & Aryadoust, V. (2024) · Behavioral Sciences · doi:10.3390/bs14080725 · Cited by 24
Reconceptualising student feedback agency from a social cognitive perspective
Ye, J., Zhang, L. J., & Dixon, H. R. (2025) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2025.2533122 · Cited by 12
Alhasson, H. F., Alsaheel, G. M., Alsalamah, A. A., Alharbi, N. S., Alhujilan, J. M., & Alharbi, S. S. (2024) · International Journal of Information Technology · doi:10.1007/s41870-024-01996-7 · Cited by 11
Guo, Q., Zhang, C., Lyu, H., Peng, Z., & Ma, X. (2023) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3544548.3581054 · Cited by 11
Supervisory feedback: Supervisors’ reasons for not giving timely feedback
Bahtilla, M. (2022) · Innovations in Education and Teaching International · doi:10.1080/14703297.2022.2083656 · Cited by 11
Student Utilisation of Feedback: A Cyclical Model
Pitt, E. (2016) · The enabling power of assessment · doi:10.1007/978-981-10-3045-1_10 · Cited by 10
Effects of Temporary Mark Withholding on Academic Performance
Kuepper-Tetzel, C. E., & Gardner, P. L. (2021) · Psychology Learning & Teaching · doi:10.1177/1475725721999958 · Cited by 14
Lau, W. M. E., Aubrey, S., & Ellis, R. (2024) · System · doi:10.1016/j.system.2024.103329 · Cited by 11
Rose, S. E., Taylor, L., & Jones, S. E. (2024) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2024.2390933 · Cited by 8
Yang, L. (2022) · SAGE Open · doi:10.1177/21582440221094604 · Cited by 8
Understanding students' feedback use in medical progress testing: A qualitative interview study
van Wijk, E. V., van Blankenstein, F. M., Janse, R. J., Dubois, E. A., & Langers, A. M. J. (2024) · Medical Education · doi:10.1111/medu.15378 · Cited by 10
Student perceptions of teacher feedback quality in homework: Individual and class‐level factors
Xu, J. (2024) · Psychology in the Schools · doi:10.1002/pits.23203 · Cited by 7
Doyle, L., Nash, R. A., Jakcsiova, V., & Turner, E. (2025) · Technology Knowledge and Learning · doi:10.1007/s10758-025-09903-0 · Cited by 7
Gan, Z., & Wang, X. (2024) · Applied Linguistics Review · doi:10.1515/applirev-2023-0136 · Cited by 7
Turner, E. (2021) · Research Papers in Education · doi:10.1080/02671522.2021.1941216 · Cited by 10
Abraham, R. M., & Singaram, V. S. (2021) · Bangladesh Journal of Medical Science · doi:10.3329/bjms.v20i3.52802 · Cited by 8
Metadata
- Authors
- Handley, K., Price, M., & Millar, J.
- Affiliations
- Oxford Brookes University (GB)
- Corresponding author
- Handley, Karen
- Venue
- Oxford Review of Education
- Publisher
- Informa UK Limited
- Published
- 2011-08
- Volume
- 37
- Issue
- 4
- Pages
- 543-560
- ISSN
- 0305-4985 (ISSN-L)
- 1465-3915
- OpenAlex
- W2027126099
- Cited by
- 181
- References
- 81
- Citations by year
- 2026: 11 · 2025: 33 · 2024: 25 · 2023: 21 · 2022: 11 · 2021: 17 · 2020: 22 · 2019: 12 · 2018: 10 · 2017: 5 · 2016: 5 · 2015: 2 · 2014: 4 · 2012: 3
- FWCI
- 10.77
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Oxford Review of Education (publishedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Higher Education Practises and Engagement
- Keywords
- student engagement with feedback, assignment feedback, student reflection, conceptual framework, research agenda, student ownership of learning
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
