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Reconceptualising assessment feedback: a key to improving student learning?
Abstract
This article reports the findings of research into the student experience of assessment in school/college and higher education, and the impact of transition upon student perceptions of feedback quality. It involved a qualitative study of 23 staff and 145 students in six schools/colleges and three English universities across three disciplines. Results show that students experience a radically different culture of feedback in schools/colleges and higher education, with the former providing extensive formative feedback and guidance, while the latter focuses upon independent learning judged summatively. Students perceived quality feedback as part of a dialogic guidance process rather than a summative event. A model is proposed, the Dialogic Feedback Cycle, to describe student experiences at school/college, and suggestions are made as to how it can be used as a tool to scaffold the development of independent learning throughout the first year of university study.
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“Reconceptualizing feedback as a two-way conversation has led to a greater emphasis on the learner's active participation in receiving and acting upon feedback. 27-30”
From Medical student perceptions of feedback and feedback behaviors within the context of the “educational alliance.” (2017) · cites this paper as [28]
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Cited by
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Items 101–200 of 290
Students’ feedback experiences and expectations pre- and post-university entry
Gray, K., Riegler, R., & Walsh, M. (2022) · SN Social Sciences · doi:10.1007/s43545-022-00313-y · Cited by 17
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“Depending on the context, numerous agents could be involved in the feedback process [42], bringing their own different subjective perceptions and experiences into the process [43,44].”
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Dynamic vs Nondynamic Assessments: Impacts on Intermediate EFL Learners’ Receptive Skills
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Impacts of Teacher-Written Corrective Feedback with Teacher-Student Conference on Students’ Revision
Isnawati, I., Sulistyo, G. H., Widiati, U., & Suryati, N. (2018) · International Journal of Instruction · doi:10.29333/iji.2019.12143a · Cited by 16
“For example, as found by Beaumont et al., (2011), communication failure happened because of different perceptions between teachers and students where students expected more detailed guidance while teachers assumed that students had the ability for independent learning.”
BackgroundMethodGraham, A. I., Harner, C., & Marsham, S. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2021.1986468 · Cited by 19
“Rather than simply pointing out errors in student work, ideal feedback would be personal (Beaumont, O’Doherty, and Shannon 2011) and would establish a dialogue between students and markers (Moscrop and Beaumont 2017).”
BackgroundLi, F., & Curdt‐Christiansen, X. L. (2020) · International Journal of Educational Research · doi:10.1016/j.ijer.2020.101674 · Cited by 16
Ashby, S., Snodgrass, S. H., Rivett, D. A., & Russell, T. G. (2016) · Nursing and Health Sciences · doi:10.1111/nhs.12279 · Cited by 16
Zhang, Y., & Liu, Y. (2025) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2025.2571846 · Cited by 21
“Traditional challenges such as large classes and heavy assessment workloads (Beaumont, O’Doherty, and Shannon 2011) can be addressed through our design, which leverages a chatbot to provide immediate, personalised feedback throughout the writing process.”
Capturing student feedback literacy using reflective logs
Coppens, K., den Broeck, L. V., Winstone, N., & Langie, G. (2023) · European Journal of Engineering Education · doi:10.1080/03043797.2023.2185501 · Cited by 19
“…learning and summative judgement, opposed to their secondary education experiences (typically 12–18 years) where students were used to receiving extensive formative feedback and guidance (Beaumont, O’Doherty, and Shannon 2011; Blair 2017; Henderson et al. 2021; Willems, Coertjens, and Donche 2022).”
MethodTaylor, L. A., Oostdam, R., & Fukkink, R. G. (2022) · Teaching and Teacher Education · doi:10.1016/j.tate.2022.103780 · Cited by 15
“This is important, since understanding is best determined during performance in a regular teaching context (Beaumont et al., 2011; Narciss & Huth, 2004; Riordan& Loacker, 2009).”
BackgroundFormative assessment in accounting: student perceptions and implications of continuous assessment
Johansson, E., Kanapathippillai, S., Khan, A., & Dellaportas, S. (2022) · Accounting Education · doi:10.1080/09639284.2022.2091411 · Cited by 19
“A summative score or grade is typically awarded at the end of the study period to capture the extent or level of one ’ s learning in the subject (Bennett, 2011; Beaumont et al., 2011; Dixson & Worrell, 2016).”
BackgroundInfluentialWilliams, P., Wray, J., Farrall, H., & Aspland, J. (2013) · International Journal of Inclusive Education · doi:10.1080/13603116.2013.802029 · Cited by 15
“Beaumont, O’Doherty, and Shannon (2011) contrast assessment in schools to that in universities.”
BackgroundDoes employee engagement mediate the nexus of job resource and employee turnover intentions?
Otoo, F. N. K. (2024) · IIMT Journal of Management · doi:10.1108/iimtjm-10-2023-0032 · Cited by 44
Dialogism in feedback literacies: a critical review
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Exploring the emotions of international students about their feedback experiences
Olave-Encina, K., Moni, K., & Renshaw, P. D. (2020) · Higher Education Research & Development · doi:10.1080/07294360.2020.1786020 · Cited by 14
“O’Doherty, Shannon, and Beaumont (2011) revealed that for first-year undergraduate students quality feedback was timely, detailed, and with the opportunity for one-on-one discussion.”
BackgroundInterpersonal aspect of written feedback: a community college students’ perspective
Chong, S. W. (2018) · Research in Post-Compulsory Education · doi:10.1080/13596748.2018.1526906 · Cited by 14
Cao, H.-Q., & Han, C. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1326746 · Cited by 13
Learning experiences for the transition to professional work
Wood, L., Psaros, J., French, E., & Lai, J. W. M. (2015) · Cogent Business & Management · doi:10.1080/23311975.2015.1042099 · Cited by 13
Lernförderliches Feedback in der Online-Lehre gestalten
Hartung, S. (2017) · Springer eBooks · doi:10.1007/978-3-658-15797-5_10 · Cited by 13
ElShaer, A., Casanova, D., Freestone, N., & Calabrese, G. (2019) · British Journal of Educational Technology · doi:10.1111/bjet.12881 · Cited by 13
Evaluating student feedback literacies: a study using first-year business and economics students
Karunarathne, W., Selman, C. J., & Ryan, T. (2023) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2023.2267803 · Cited by 12
“Early feedback research mainly focused on the teachers’ role in providing impactful comments to students (Beaumont, O’Doherty, and Shannon 2011; Dawson et al. 2019).”
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“High-quality feedback is seen as timely, providing detailed explanatory comments, and supplemented by the opportunity for discussion in a continuous dialogue between staff and student (Beaumont et al., 2011).”
BackgroundMeyer-Beining, J., Vigmo, S., & Mäkitalo, Å. (2018) · Learning Culture and Social Interaction · doi:10.1016/j.lcsi.2018.05.004 · Cited by 12
Feedback for Learning Development: Tourism students' perspective
Semley, N., Huang, R., & Dalton, J. (2016) · Journal of Hospitality Leisure Sport & Tourism Education · doi:10.1016/j.jhlste.2016.08.001 · Cited by 11
Does MP3 Audio Feedback Enhance Student’s Learning Skills?: An International Case Study
Issa, T., Isaias, P. T., & Issa, T. (2014) · The International Journal of Learning Annual Review · doi:10.18848/1447-9494/cgp/v19/58836 · Cited by 11
“The key recommendations for using MP3 feedback in higher education are (Allen and Bentley 2012; Beaumont, O'Doherty, and Shannon 2011; Gould and Day 2012; Handley and Williams 2011; Lynch, McNamara, and Seery 2012; Merry and Orsmond 2007 ): 1- Familiarize yourself with the audio equipment, and test…”
MethodHealthcare Students’ Perceptions of Electronic Feedback through GradeMark®
Watkins, D. S., Dummer, P. M. H., Hawthorne, K., Cousins, J., Emmett, C. P., & Johnson, M. (2014) · Journal of Information Technology Education Research · doi:10.28945/1945 · Cited by 11
Pargmann, J., Berding, F., Rebmann, K., & Riebenbauer, E. (2025) · Empirical research in vocational education and training · doi:10.1186/s40461-025-00202-7 · Cited by 21
“As demonstrated in the research conducted by Beaumont et al. (2011), Lemmrich et al. (2024), Narciss et al. (2021), and Wisniewski et al. (2019), feedback should be administered in a format that is conducive to learning, provided in a timely manner, and aligned with established criteria.”
Leger, L. A., Kenjegalieva, K. A., Katsiampa, P., Liu, S., & Sirichand, K. (2015) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2015.1109054 · Cited by 10
“It is also influenced by concepts of formative assessment, both in general (Higgins, Hartley, and Skelton 2002; Shute 2008; Scaife and Wellington 2010) and in self-regulated learning (Nicol and Macfarlane-Dick 2006; Beaumont, O’Doherty, and Shannon 2011; Clark 2012).”
BackgroundInfluentialStudent 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
Lizier, J. T., Harré, M., Mitchell, M., DeDeo, S., Finn, C., Lindgren, K., Lizier, A. L., & Sayama, H. (2018) · Complexity · doi:10.1155/2018/7306871 · Cited by 9
“Furthermore, the use of staged assessment is best practice in allowing feedback of instructor comments to cycle forward into the next assessment stage [37].”
Backgroundfeedback: critiquing practice, moving forward
Williams, H., & Smith, N. J. (2016) · European Political Science · doi:10.1057/eps.2015.99 · Cited by 9
“Indeed, high-quality feedback has been identified as ‘the most powerful single influence on student achievement’ (Beaumont, O’Doherty, and Shannon, 2011: 671).”
BackgroundWhat Barriers do Students Perceive to Engagement with Automated Immediate Formative Feedback
Foster, S. (2019) · Journal of Interactive Media in Education · doi:10.5334/jime.516 · Cited by 9
Health and wellbeing of the online lecturer: a phenomenological study
Whittet, F. A. (2020) · International Journal of Health Promotion and Education · doi:10.1080/14635240.2020.1713189 · Cited by 9
“Lecturers are leaders, but also learners (Baran, Correia, and Thompson 2011) and they themselves need feedback/feedforward as there can be areas of significant mismatch between what learners and lecturers perceive is of value (Beaumont, O’Doherty, and Shannon 2011).”
BackgroundGuidelines for Generating Effective Feedback from E-Assessments
Bulut, O., Cutumisu, M., SINGH, D., & Aquilina, A. M. (2020) · Hacettepe University Journal of Education · doi:10.16986/huje.2020063705 · Cited by 9
“Generally, students prefer feedback that is provided to them in person as it allows for an opportunity for discussion with the teacher and identifies areas in need of further improvement (Beaumont, O’Doherty, & Shannon, 2011; Blair, Curtis, Goodwin, & Shields, 2013).”
BackgroundHodgson, Y., Cant, R., Tighe, J., & Garvey, L. (2022) · Journal of Further and Higher Education · doi:10.1080/0309877x.2022.2061842 · Cited by 9
“University students in the UK described quality feedback as ‘a judgement of the standard reached (How well we’ve done) and instructions for learning improvement (How you could do better)’ (Beaumont, O’Doherty, and Shannon 2011, 6).”
BackgroundOnline Shopping and Human Factors
Issa, T. (2014) · Springer eBooks · doi:10.1007/978-3-319-06121-4_7 · Cited by 9
“where the consumer found out about the suppliers) (Allen and Bentley 2012; Beaumont et al. 2011).”
BackgroundA mixed method approach to exploring feedback literacy through student self-reflection
Coppens, K., den Broeck, L. V., Winstone, N., & Langie, G. (2024) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2024.2373792 · Cited by 10
“…transition into university, they encounter a radically different feedback culture than they were used to from their secondary education, where they were used to receiving extensive formative feedback and guidance (Beaumont, O’Doherty, and Shannon 2011; Blair 2016; Henderson, Ryan, et al. 2019).”
Arroyo, N., Quizás, C., Rubilar-Cuevas, J., & Salinas, P. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1471254 · Cited by 8
Ezennia, I. S., & Agbonome, P. (2025) · Discover Education · doi:10.1007/s44217-025-00824-9 · Cited by 8
“One of the least satisfying components of higher education, according to students, is receiving feedback from pro-fessors [8].”
Using Assessment to Enhance Learning in English Language Education
Davison, C. (2019) · Springer international handbooks of education · doi:10.1007/978-3-319-58542-0_21-1 · Cited by 7
Lubbe, A. (2019) · NWU self-directed learning series · doi:10.4102/aosis.2019.bk134.11 · Cited by 8
Gamification in a Learning Resource for the Study of Human Computer Interaction
Carmichael, D., MacEachen, C., & Archibald, J. (2021) · Lecture notes in networks and systems · doi:10.1007/978-3-030-80119-9_45 · Cited by 8
Montenegro, A., & Schmidt, M. (2023) · Education Sciences · doi:10.3390/educsci13090912 · Cited by 8
Mansour, H. F. (2015) · The International Journal of Management Education · doi:10.1016/j.ijme.2015.05.004 · Cited by 8
Burcu, O. (2019) · European Political Science · doi:10.1057/s41304-019-00212-6 · Cited by 8
Assessment Feedback in Primary Schools in Singapore and Beyond
Tan, K. H. K., & Wong, H. M. (2018) · Cambridge University Press eBooks · doi:10.1017/9781316832134.008 · Cited by 8
Peftitsis, D., & Mavroudi, A. (2022) · IEEE Access · doi:10.1109/access.2022.3183584 · Cited by 10
“Also, it seems that on behalf of the students, formative assessment and ongoing feedback is appreciated, since they perceive quality ongoing feedback in formative assessment ‘‘as part of a dialogic guidance process rather than a summative event’’ ( [20], p.”
BackgroundStudent engagement and the role of feedback in learning
Wilson, A. (2012) · University of Bedfordshire Repository (University of Bedfordshire) · Cited by 8
Formative Assessment and Feedback Strategies
Narciss, S., & Zumbach, J. (2022) · Springer international handbooks of education · doi:10.1007/978-3-030-28745-0_63 · Cited by 8
Ya, H., Olumayegun, O., & Zandi, M. (2023) · Education for Chemical Engineers · doi:10.1016/j.ece.2023.12.001 · Cited by 7
From a final exam to continuous assessment on a large Bachelor level engineering course
Paloposki, T., Virtanen, V., & Clavert, M. (2024) · European Journal of Engineering Education · doi:10.1080/03043797.2024.2334728 · Cited by 14
“However, an exam at the end of the course does not provide feedback on learning during the course, and thus often remains separate from the learning process (Beaumont, O’Doherty, and Shannon 2011).”
Beneath the patchwork quilt: unravelling assessment
Richardson, M., & Healy, M. (2012) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2012.731036 · Cited by 7
“…expectation of a high level of assistance with assessments; they tend to be uneasy risk takers (a habit learned in school – (Richardson 2010)) and, as Beaumont and colleagues’ longitudinal studies demonstrate, many admit to requiring ‘spoon feeding’ (Beaumont, O’Doherty, and Shannon 2008, 2011) .”
BackgroundTurner, E. (2021) · Research Papers in Education · doi:10.1080/02671522.2021.1941216 · Cited by 10
UTM Postgraduate Students’ Perspective on Feedback Practices in Higher Education
Talib, R., Naim, H. A., & Supie, H. S. M. (2015) · International Education Studies · doi:10.5539/ies.v8n13p17 · Cited by 7
“According to Beaumont et al. (2011), feedback quality has consistently received the lowest satisfaction in the UK National Student Survey for five consecutive years with 2009 recorded less than 55% of the respondents agreed that feedback had been detailed, prompt or helped clarify understanding.”
BackgroundStudent Perceptions on the Utilization of Formative Feedback in the Online Environment
Halupa, C. M., & Bolliger, D. U. (2013) · International Journal of Online Pedagogy and Course Design · doi:10.4018/ijopcd.2013040104 · Cited by 6
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Avaliação e feedback no ensino superior: um estudio na Universidade do Minho
Diana, R.-P., & Maria, A.-F. (2013) · Revista Iberoamericana de Educación Superior · doi:10.1016/s2007-2872(13)71923-1 · Cited by 6
“…de terminarem uma tarefa, esperam que o professor os informe acerca da mesma e declaram que é importante para o desenvolvimento da sua aprendizagem discutir ideias com os professores corroborando a importância da comunicação e do diálogo no processo (Beaumont et al., 2011; Higgins et al., 2001).”
BackgroundHow to Improve the Student Feedback Process: A Case Study within the Built Environment
Bevan, W. (2019) · International Journal of Construction Education and Research · doi:10.1080/15578771.2019.1663316 · Cited by 5
“The current investigations (Beaumont et al., 2011; Jonsson, 2012; Nicol, 2010) highlight student preferences for feedback, but there is little elaboration on whether students are then willing to play a proactive role.”
BackgroundDraper, M. J., & Fisher, D. S. (2020) · International Journal for Students as Partners · doi:10.15173/ijsap.v4i2.4086 · Cited by 5
The development and validation of the Feedback in Learning Scale (FLS): a replication study
Foung, D., & Kohnke, L. (2022) · Educational Research and Evaluation · doi:10.1080/13803611.2021.2022320 · Cited by 5
“In higher education, feedback is considered instrumental in improving students’ work (Beaumont et al., 2011; Brown & Knight, 1994; Dawson et al., 2019; Hattie & Timperley, 2007).”
BackgroundEngagement with supervisory feedback on master’s theses: Do supervisors and students see eye to eye?
Bastola, M. N., & Hu, G. (2024) · Assessing Writing · doi:10.1016/j.asw.2024.100841 · Cited by 8
Ryan, T., Henderson, M., & Phillips, M. (2020) · Technology Pedagogy and Education · doi:10.1080/1475939x.2020.1744479 · Cited by 13
“Assessment feedback is an essential part of learning (Orsmond & Merry, 2011) and, when done well, is known to be a marker of e ffi cacious teaching (Beaumont et al., 2011).”
BackgroundDialogue in the studio: Supporting comprehension in studio-based architectural design tutorials
Tahsiri, M. (2020) · Art Design & Communication in Higher Education · doi:10.1386/adch_00020_1 · Cited by 5
Formative Assessment and Self-Regulated Learning during Pandemic Era
Fatmawati, A., Purnawarman, P., & Sukyadi, D. (2021) · Tell Teaching of English Language and Literature Journal · doi:10.30651/tell.v9i2.9305 · Cited by 7
“Beaumont et al. (2011) revealed that teachers emphasized the value of individual learning and used a system that gave feedback as a post-submission, summative event, but students wanted more thorough instruction.”
BackgroundResultFormative Assessment and Feedback Strategies
Narciss, S., & Zumbach, J. (2022) · Springer international handbooks of education · doi:10.1007/978-3-030-26248-8_63-1 · Cited by 7
Evaluation of Lecturer’s Feedback in Mini Clinical Evaluation Exercise Assessment (Mini-CEX)
Besar, M. N. A., Kamruddin, M. A., Siraj, H. H., Yaman, M. N., Bujang, S. M., Karim, J., & Jaafar, A. S. (2019) · Education in Medicine Journal · doi:10.21315/eimj2018.10.4.4 · Cited by 5
Students’ Attitude Towards Self-Study: A Case of College Study Programmes in Social Sciences
Klizaitė, J., & Arlauskienė, R. (2015) · Applied Research In Health And Social Sciences Interface And Interaction · doi:10.1515/arhss-2015-0002 · Cited by 5
“It is well know that assesment defines the higher education curriculum in students‘ eyes (Ramsden, 2003), and has a major influence on their learning (Biggs, 2003), being viewed as a more powerful driver than teaching in determining what student do and how they do it (Beaumont et al., 2011). The results of the empiric…”
BackgroundInfluentialTechnology-Enhanced Assessment Feedback
Moscrop, C., & Beaumont, C. D. (2016) · The enabling power of assessment · doi:10.1007/978-981-10-3045-1_13 · Cited by 5
Enhancing Learning Through Formative Assessment and Feedback
Thamrin, N. S., & Fahri, A. (2023) · Academy of Management Learning and Education · doi:10.5465/amle.2022.0419 · Cited by 5
Assessment, Assessment Rubrics and Feedback
Rajaram, K. (2023) · Springer eBooks · doi:10.1007/978-981-19-9201-8_9 · Cited by 6
Balloo, K., Barnett, L., Gravett, K., Ali, X., Tatam, J., & Winstone, N. (2024) · Journal of Further and Higher Education · doi:10.1080/0309877x.2024.2347535 · Cited by 5
“This could lead to a sense of frustration and feelings of anxiety (Beaumont, O’Doherty, and Shannon 2011), in which students unsuccessfully struggle to search for the answers to their difficulties within the physical artefacts they have been provided.”
BackgroundBalan, A. (2017) · The Law Teacher · doi:10.1080/03069400.2017.1332952 · Cited by 4
Overcoming the challenge of “fuzzy” assessment and feedback
Boyle, B., Mitchell, R. J., McDonnell, A., Sharma, N., Biswas, K., & Nicholas, S. (2020) · Education + Training · doi:10.1108/et-08-2019-0183 · Cited by 5
A mixed method exploration of student perceptions of assessment in nursing and biomedicine
Garvey, L., Hodgson, Y., & Tighe, J. (2021) · Journal of Further and Higher Education · doi:10.1080/0309877x.2021.1892608 · Cited by 4
Persepsi Mahasiswa Terhadap Umpan Balik Dosen Pembimbing pada Penyusunan Laporan Skripsi
Putera, Z. F., & Shofiah, N. (2023) · Jurnal Pendidikan Bahasa dan Sastra Indonesia Metalingua · doi:10.21107/metalingua.v8i2.19629 · Cited by 4
“…mereka seperti yang diungkapkan oleh Beaumont, O'Doherty, & Shannon (2011), (Burke, 2009; Keh, 1990; McCarthy, 2015) seperti yang ditemukan oleh (Beaumont et al., 2011) bahwa selama proses umpan balik, ada komunikasi terjadi karena perbedaan persepsi antara dosen pembimbing dan mahasiswa di…”
BackgroundDay, I. N. Z., van Blankenstein, F. M., Westenberg, P. M., & Admiraal, W. (2018) · Studies in Higher Education · doi:10.1080/03075079.2018.1483326 · Cited by 4
“Beaumont, O’Doherty, and Shannon (2011) found that even though university tutors reported that they provide extensive written feedback, students often do not perceive this as useful.”
BackgroundOlave-Encina, K. (2019) · International Journal of Inclusive Education · doi:10.1080/13603116.2019.1698063 · Cited by 4
Armstrong, C. (2015) · Fields journal of Huddersfield student research · doi:10.5920/fields.2015.1110 · Cited by 4
Sherwood, C., & Kwak, D. W. (2017) · Applied Economics · doi:10.1080/00036846.2017.1332750 · Cited by 4
“…learning value students receive from continuous formative evaluation as first outlined by Sadler (1983) who promotes the notion that assessment should be treated as the learning, not simply a test of what was supposedly learnt, and then later supported by others (Cowan 2004; Beaumont et al., 2011).”
BackgroundMatsebatlela, E. M. (2015) · UpSpace Institutional Repository (University of Pretoria) · Cited by 4
Uiseb, I. (2017) · Unisa Institutional Repository (University of South Africa) · Cited by 4
SOURCES OF SELF-EFFICACY AND THEIR IMPLICATIONS ON SCIENCE TEACHER EDUCATION
Donkoh, S. (2023) · European Journal of Education Studies · doi:10.46827/ejes.v10i9.5002 · Cited by 3
“Students will consider verbal feedback useful when it judges their work and also fosters dialogue with their educators (Beaumont, O’Doherty, & Shannon, 2011).”
BackgroundHanses, M., van Rijn, L., Karolyi, H., & de Witt, C. (2024) · Advances in analytics for learning and teaching · doi:10.1007/978-3-031-56365-2_4 · Cited by 6
Formative Assessment Conceptualizations in Higher Education: Thematic Analysis Results
Nikitin, I. V., & Belolutskaya, A. K. (2021) · Высшее образование в России · doi:10.31992/0869-3617-2021-30-11-96-109 · Cited by 3
Enhancing Student Engagement and Self-Evaluation Using Student Response Systems
Lucey, S., McElroy, B., McInally, L., & Supple, B. (2021) · Journal of Higher Education Theory and Practice · doi:10.33423/jhetp.v21i12.4702 · Cited by 4
“These three results suggest that the app facilitated the quick development of formative feedback which is crucial to effective learning for students (Sadler, 1989, 1998; Black and William, 1998a, b; Beaumont et al., 2011).”
Amini, M. A., Kruger, C. G., & Nel, C. (2022) · System · doi:10.1016/j.system.2022.102919 · Cited by 3
Formative Assessment Strategies by Monitoring Science Students’ Problem-Solving Skill Development
Pals, F. F. B., Tolboom, J., & Suhre, C. J. M. (2023) · Canadian Journal of Science Mathematics and Technology Education · doi:10.1007/s42330-023-00296-9 · Cited by 15
“Vardi (2013) has described the “dialogue feedback cycle” of Beaumont et al. (2011), and links the subsequent actions of teachers’ written comments to “allowing” students to move to the next stage of learning—in accordance with the “Zone of Proximal Development” of Vygotsky (1986; Kozulin, 2012, p.…”
Plan institucional de evaluación de aprendizajes en la Universidad Europea de Madrid
Jiménez-García, E., Duarte, S. R., Rosillo, M. A. R., & Rodríguez-Martín, J. J. (2020) · Formación universitaria · doi:10.4067/s0718-50062020000600119 · Cited by 3
“…(2020) http://dx.doi.org/10.4067/S0718-50062020000600119 120 Formación Universitaria Vol. 13 Nº 6 – 2020 INTRODUCCIÓN Cada día es más frecuente escuchar el término assessment en el marco de la educación superior (Baird et al., 2017; Zlatkin-Troitschanskaia et al., 2015; Beaumont et al., 2011).”
BackgroundInfluentialBrown, A., & Vosper, H. (2013) · Pharmacy · doi:10.3390/pharmacy1020204 · Cited by 3
“In line with the sector [5,6], feedback was generally considered to be lacking.”
BackgroundMatsebetlela, E. M. (2015) · UpSpace Institutional Repository (University of Pretoria) · Cited by 3
Disrupting Traditional Pedagogy: Active Learning in Practice
Garnham, W. A. (2019) · doi:10.20919/9780995786240 · Cited by 3
Managing Peer-Feedback Resistance In Pre-Service Language Testing And Evaluation Course
Baydar, M. B., & Hatipoğlu, Ç. (2024) · Bartın University Journal of Faculty of Education · doi:10.14686/buefad.1463760 · Cited by 2
Peng, Y. (2025) · Humanities and Social Sciences Communications · doi:10.1057/s41599-025-06101-2 · Cited by 3
“Mean-while, the individual learners ’ differences, including one ’ s beliefs and feedback experience, may also play a role (see Beaumont et al., 2011; Han, 2019).”
introduction: rethinking assessment and feedback
Smith, N. J., & Williams, H. (2016) · European Political Science · doi:10.1057/eps.2015.100 · Cited by 2
“…are encouraged to view themselves as active ‘shapers’ rather than passive ‘takers’ of knowledge; learning is not something to be given but something to be done – an activity to be undertaken rather than an object to be received (Biggs and Tang, 2011; Bean, 2011; Laurillard, 2013; Ishiyama, 2013).”
Students’ and examiners’ perception of feedback practices following OSCE in Uniport
Alex-Hart, B. A., Olabisi, A. A., & Tudor, C. (2023) · Asian Journal of Education and Training · doi:10.20448/edu.v9i2.4548 · Cited by 2
“%) reported that feedback is best given and received immediately or soon after the OSCE, which is consistent with the observation of Beaumont, O’Doherty, and Shannon (2011) that students felt that for feedback to be effective, they needed to receive it in time to be able to implement the advice.”
ResultAlkhodair, S. A. (2023) · IJAEDU- International E-Journal of Advances in Education · doi:10.18768/ijaedu.1256188 · Cited by 2
Enita, S., & Sumardi, S. (2023) · AL-ISHLAH Jurnal Pendidikan · doi:10.35445/alishlah.v15i1.2614 · Cited by 4
Ada, M. B. (2023) · Open Scholarship of Teaching and Learning · doi:10.56230/osotl.10 · Cited by 2
“The necessity for staff feedback training has been emphasised in other studies, such as Beaumont et al. (2011), where tutors reported insufficient training in providing quality feedback, and Meyer et al. (2010), who observed that teaching staff lacked knowledge about effective assessment strategies…”
BackgroundInfluential
Metadata
- Authors
- Beaumont, C., O’Doherty, M., & Shannon, L.
- Affiliations
- Edge Hill University (GB)
- Liverpool Hope University (GB)
- Corresponding author
- Beaumont, Chris
- ORCID
- Beaumont, Chris
- Venue
- Studies in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2011-09
- Volume
- 36
- Issue
- 6
- Pages
- 671-687
- ISSN
- 0307-5079 (ISSN-L)
- 1470-174X
- OpenAlex
- W2010319006
- Cited by
- 291
- References
- 40
- Citations by year
- 2026: 12 · 2025: 19 · 2024: 19 · 2023: 21 · 2022: 21 · 2021: 27 · 2020: 27 · 2019: 27 · 2018: 16 · 2017: 17 · 2016: 22 · 2015: 26 · 2014: 23 · 2013: 7 · 2012: 7
- FWCI
- 56.96
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Studies in Higher Education (publishedVersion)
- Edge Hill University Research Information Repository (Edge Hill University) (submittedVersion)
- Edge Hill University (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
- assessment feedback, feedback quality, student experience, transition to higher education, formative feedback, summative assessment, dialogic feedback, self-directed learning, first-year students, school-to-university transition, student perceptions
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