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
Nicol, D. J., & Macfarlane‐Dick, D. (2006) · Studies in Higher Education · doi:10.1080/03075070600572090 · Cited by 5,846
Assessing “Neighborhood Effects”: Social Processes and New Directions in Research
Sampson, R. J., Morenoff, J. D., & Gannon-Rowley, T. (2002) · Annual Review of Sociology · doi:10.1146/annurev.soc.28.110601.141114 · Cited by 4,074
Commensuration as a Social Process
Espeland, W. N., & Stevens, M. L. (1998) · Annual Review of Sociology · doi:10.1146/annurev.soc.24.1.313 · Cited by 2,113
The Social Processes of Organizational Sensemaking
Maitlis, S. (2005) · Academy of Management Journal · doi:10.5465/amj.2005.15993111 · Cited by 1,459
Assessing Response Rates and Nonresponse Bias in Web and Paper Surveys
Sax, L. J., Gilmartin, S. K., & Bryant, A. N. (2003) · Research in Higher Education · doi:10.1023/a:1024232915870 · Cited by 1,294
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.
- Miller N., 2004, Alternative forms of formative and summative assessment: The handbook for economics lecturers
- Moriarty, J. and Rajapillai, V. Paper presented at the Assessment in English Literature and Creative Writing Conference. Brighton, UK. How can teaching help with assessment? Enhancing peer feedback through blogging on creative writing: Beyond the essay,
- Race P., 2007, Designing assessment to improve physical sciences learning
- Zydziunaite V., 2009, Current Issues in Business and Law, 4, 103
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
“Through dialogue, teachers can strive to reduce dissonances between teacher and student views about feedback, in that academics see it as more central to ongoing learning than students (Adcroft 2011).”
Rethinking models of feedback for learning: the challenge of design
Boud, D., & Molloy, E. (2013) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2012.691462 · Cited by 1,636
Developing a learning-centred framework for feedback literacy
Molloy, E., Boud, D., & Henderson, M. (2020) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2019.1667955 · Cited by 555
“For example, it has been documented that students and teachers have different views about what feedback refers to (Carless 2006; Adcroft 2011; Dawson et al. 2019), and that feedback designs in higher education are wanting (Esterhazy and Damşa 2019). There is also a growing recognition that while teachers’ designs are…”
BackgroundInfluentialTeacher 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
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
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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