The DOI matches its Crossref record; 38 of the 38 references it cites were found in a registry or an index.
Feedback: focusing attention on engagement
Abstract
Within many higher education systems there is a search for means to increase levels of student satisfaction with assessment feedback. This article suggests that the search is under way in the wrong place by concentrating on feedback as a product rather than looking more widely to feedback as a long-term dialogic process in which all parties are engaged. A three-year study, focusing on engaging students with assessment feedback, is presented and analysed using an analytical model of stages of engagement. The analysis suggests that a more holistic, socially-embedded conceptualisation of feedback and engagement is needed. This conceptualisation is likely to encourage tutors to support students in more productive ways, which enable students to use feedback to develop their learning, rather than respond mechanistically to the tutors’ ‘instruction’.
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“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 Price, Handley & 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 Price, Handley & Millar, 2011
Citations
Cites
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Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004) · Review of Educational Research · doi:10.3102/00346543074001059 · Cited by 12,581 · cited 1×
“Within the cognitivist literature, engagement is acknowledged to be multifaceted (Bryson and Hand 2007 ; Chickering and Gamson 1987 ), and Fredericks, Blumenfeld, and Paris suggest that ‘engagement is a meta construct’ ( 2004 , 60), with all components (cognitive, emotional and behavioural) encountered simultaneously.”
BackgroundNicol, D. J., & Macfarlane‐Dick, D. (2006) · Studies in Higher Education · doi:10.1080/03075070600572090 · Cited by 5,846
Seven Principles for Good Practice in Undergraduate Education
Chickering, A. W., & Gamson, Z. F. (1989) · Biochemical Education · doi:10.1016/0307-4412(89)90094-0 · Cited by 4,818
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Sadler, D. R. (1989) · Instructional Science · doi:10.1007/bf00117714 · Cited by 4,285
Student writing in higher education: An academic literacies approach
Lea, M. R., & Street, B. (1998) · Studies in Higher Education · doi:10.1080/03075079812331380364 · Cited by 2,608
Research works printed but not linked: 5
- Chickering A. W., 1987, AAHE Bulletin, 39, 3
- Hand L., 2008, Student engagement
- McInnis, C. Reinventing student engagement and the learning community: Strategic directions for policy, research and practice. Keynote presented at the Higher Education Academy Conference. Edinburgh.
- 2009, Assessment for improvement: Tracking student engagement over time – Annual results 2009
- Price, M. and O’Donovan, B. Making meaning out of assessment feedback – Getting more than the message. Paper presented at the Higher Education Research and Development Society of Australasia Annual Conference – Enhancing higher education, theory and Scholarship. July8–11, Adelaide, Australia.
Cited by
Sorted by citations
The development of student feedback literacy: Enabling uptake of feedback
Carless, D., & Boud, D. (2018) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2018.1463354 · Cited by 2,428
“Students need motivating and guiding as they learn to navigate opportunities to use feedback (Price, Handley, and Millar 2011).”
InfluentialRethinking feedback practices in higher education: a peer review perspective
Nicol, D., Thomson, A., & Breslin, C. (2014) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2013.795518 · Cited by 966
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
Teacher feedback literacy and its interplay with student feedback literacy
Carless, D., & Winstone, N. (2023) · Teaching in Higher Education · doi:10.1080/13562517.2020.1782372 · Cited by 603
Metadata
- Authors
- Price, M., Handley, K., & Millar, J.
- Affiliations
- Oxford Brookes University (GB)
- Corresponding author
- Price, Margaret
- Venue
- Studies in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2011-12
- Volume
- 36
- Issue
- 8
- Pages
- 879-896
- ISSN
- 0307-5079 (ISSN-L)
- 1470-174X
- OpenAlex
- W2091254070
- Cited by
- 442
- References
- 38
- Citations by year
- 2026: 22 · 2025: 38 · 2024: 46 · 2023: 36 · 2022: 37 · 2021: 50 · 2020: 45 · 2019: 67 · 2018: 23 · 2017: 17 · 2016: 12 · 2015: 16 · 2014: 15 · 2013: 10 · 2012: 7
- FWCI
- 50.53
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Studies in Higher 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
- assessment feedback, student engagement, dialogic feedback, student satisfaction, tutor-student interaction, learning development, higher education assessment
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