The DOI matches its Crossref record; 37 of the 40 references it cites were found in a registry or an index.
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]
Citations
Cites
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Cited by
Sorted by citations
Making Sense of Assessment Feedback in Higher Education
Evans, C. (2013) · Review of Educational Research · doi:10.3102/0034654312474350 · Cited by 1,143
“Beaumont et al. (2011) have noted the inconsistency of feedback practice among lecturers, and Carless et al. (2011) commented that “only a minority of lecturers are likely . . . to have the mindset, skills and motivation to prioritize the development of self-regulative activities congruent with…”
BackgroundWinstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017) · Educational Psychologist · doi:10.1080/00461520.2016.1207538 · Cited by 884
“When thinking about possible answers, it is useful to conceptualize the giving and receiving of feedback as a communicative event (Beaumont et al., 2011; Higgins, Hartley, & Skelton, 2001).”
BackgroundWinstone, N. E., Nash, R. A., Rowntree, J., & Parker, M. (2017) · Studies in Higher Education · doi:10.1080/03075079.2015.1130032 · Cited by 417
The feedback triangle and the enhancement of dialogic feedback processes
Yang, M., & Carless, D. (2013) · Teaching in Higher Education · doi:10.1080/13562517.2012.719154 · Cited by 414
Feedback loops and the longer-term: towards feedback spirals
Carless, D. (2019) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2018.1531108 · Cited by 328
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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