The DOI matches its Crossref record; 30 of the 30 references it cites were found in a registry or an index.
The mythology of feedback
Abstract
Much of the general education and discipline-specific literature on feedback suggests that it is a central and important element of student learning. This paper examines feedback from a social process perspective and suggests that feedback is best understood through an analysis of the interactions between academics and students. The paper argues that these two groups will have their own mythology of feedback and that this will inform their beliefs, attitudes and behaviours in the feedback process. Where there are different mythologies, the outcome will be dissonance. The paper reports on a study in which a 15-item questionnaire was distributed to academics and students in a School of Law and a School of Management. Responses were received from 91 academics and 1197 students. The data suggests that academics and students have different perceptions of feedback and this creates dissonance as the two groups offer different interpretations of the same feedback events.
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“Given the myths about feedback that already exist in the minds of teachers and students (Adcroft, 2011), this presents a considerable communication challenge.”
From Rethinking models of feedback for learning: the challenge of design (2013) · cites this paper as Adcroft, 2011
Citations
Cites
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Differing perceptions in the feedback process
Carless, D. (2006) · Studies in Higher Education · doi:10.1080/03075070600572132 · Cited by 1,102
Do students value feedback? Student perceptions of tutors’ written responses
Weaver, M. R. (2006) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930500353061 · Cited by 807
Hyland, F., & Hyland, K. (2001) · Journal of Second Language Writing · doi:10.1016/s1060-3743(01)00038-8 · Cited by 521
Grounded theory and social process: A new direction for leadership research
Parry, K. W. (1998) · The Leadership Quarterly · doi:10.1016/s1048-9843(98)90043-1 · Cited by 457
Is it worth the effort? How feedback influences students’ subsequent submission of assessable work
Crisp, B. R. (2007) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930601116912 · Cited by 216
Research works printed but not linked: 9
- Bone A., 1999, Ensuring successful assessment
- Cowan J., 2004, Improving student learning through departmental student feedback self-studies
- Gibbs G., 2005, Learning and Teaching in Higher Education, 1, 3
- Handley K., 2009, Engaging students with assessment feedback
- Hounsell, D., McCune, V., Hounsell, J. and Litjens, J. Investigating and enhancing guidance and feedback to undergraduate students. Paper presented at the 3rd Biennial Northumbria/EARL SIG Assessment Conference, Northumbria.
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Cited by
Sorted by citations
Items 101–121 of 121
Articulation Work: Insights into examiners' expertise from their remote feedback interactions
Johnson, M. (2015) · Communication & Language at Work · doi:10.7146/claw.v1i4.20771 · Cited by 1
Finch, M. (2020) · Queensland University of Technology · doi:10.5204/thesis.eprints.204113 · Cited by 1
Ganguly, B., Duarte, I., DeSouza, R. F., & Nunes, R. (2024) · Research Square · doi:10.21203/rs.3.rs-3853871/v1 · Cited by 1
Dowden, T., & Allen, J. M. (2013)
Comparing student and tutor perceptions regarding feedback
Kairuz, T. E., Lawrence, B., & Bond, J. A. (2015) · ResearchOnline - JCU (James Cook University)
Williams, J. A. (2013) · UC Research Repository (University of Canterbury) · doi:10.26021/9668
Willison, J. (2020) · Springer briefs in education · doi:10.1007/978-981-15-2683-1_7
Feedback Learning & Assessment: A Mutual Relationship
Abdullah, R. (2020) · Archives of Business Research · doi:10.14738/abr.810.9287
Can Software Grade My Students' Papers?
Flynn, C. F. (2021) · Advances in mobile and distance learning book series · doi:10.4018/978-1-7998-7653-3.ch014
Metacognitively ALERT In SciencePreprint
Willison, J., Draper, C., Fornarino, L., Li, M., Sabri, T., Shi, Y., & Zhao, X. (2021) · Research Square · doi:10.21203/rs.3.rs-975418/v1
Wiebe, D., Zulla, R. T., & Ross, S. (2023) · Research Square · doi:10.21203/rs.3.rs-2548626/v1
The Importance of Student Partnership in Rubric Construction, Discussion, and Evaluation
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(2024) · Revista Española de Pedagogía · doi:10.22550/0034-9461.4085
Feedback Design: Learner and Faculty Perceptions in Blended Learning
Moni, A. (2025) · Springer proceedings in complexity · doi:10.1007/978-3-031-78623-5_20
Ilaghi, M., Shafian, S., Soltanizadeh, A., Karamoozian, A., Okhovati, M., & Aflatoonian, S. (2023) · Figshare · doi:10.6084/m9.figshare.22914643
Ossenberg, C., Henderson, A. J., & Mitchell, M. L. (2020) · Figshare · doi:10.6084/m9.figshare.13290499
McCarthy, P. M., Eleftheriou, M., Brodtkorb, T., & Highland, K. D. (2026) · The Educational Forum · doi:10.1080/00131725.2025.2611831
Cruickshank, V. J., Mellor, C., & Mainsbridge, C. (2026) · European Physical Education Review · doi:10.1177/1356336x261448796
Dowden, T., Getenet, S., Parkes, F., Luetz, J. M., Chang, H., J-F, Leach, T., & Albion, P. (2026) · Education sciences · doi:10.3390/educsci16050793
Metadata
- Authors
- Adcroft, A.
- Affiliations
- University of Surrey (GB)
- Corresponding author
- Adcroft, Andy
- Venue
- Higher Education Research & Development
- Publisher
- Informa UK Limited
- Published
- 2011-08
- Volume
- 30
- Issue
- 4
- Pages
- 405-419
- ISSN
- 0729-4360 (ISSN-L)
- 1469-8366
- OpenAlex
- W2008878076
- Cited by
- 121
- References
- 30
- Citations by year
- 2026: 4 · 2025: 5 · 2024: 8 · 2023: 11 · 2022: 2 · 2021: 9 · 2020: 18 · 2019: 11 · 2018: 4 · 2017: 7 · 2016: 13 · 2015: 6 · 2014: 9 · 2013: 8 · 2012: 5
- FWCI
- 35.39
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Higher Education Research & Development (publishedVersion)
- Surrey Research Insight Open Access (The University of Surrey) (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, student learning, law students, business students
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