Student perceptions of classroom feedback

Gamlem, Siv M.; Smith, Kari

doi:10.1080/0969594x.2012.749212

Cited by 184Student Assessment and FeedbackEvaluation of Teaching PracticesCommunication in Education and Healthcare

Student perceptions of classroom feedback

Gamlem, Siv M., Smith, Kari·2013·Assessment in Education: Principles, Policy & Practice

DOI 10.1080/0969594x.2012.749212

Open this paper in CoChat — free account

Abstract

Feedback to students has been identified as a key strategy in learning and teaching, but we know less about how feedback is understood by students. The purpose of this study is to gain more insight into lower secondary students’ perceptions of when and how they find classroom feedback useful. This article draws on data generated through individual interviews with 11 students representing four lower secondary schools (grades 8–10, aged 13–15) in Norway. Feedback types are identified from students’ perceptions, coded and indexed. A feedback typology is designed to provide a framework which can be used to reflect on useful classroom feedback based on lower secondary school students’ perceptions.

Integrity signals

Registry

Crossref · 10.1080/0969594x.2012.749212

Cites

37 of 37 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Timing of feedback is important for teacher feedback to facilitate student learning.
“Timing of feedback: Think about how and when students can use feedback (Bryant & Carless, 2010), and provide time and opportunity for students to use the feedback (Gamlem & Smith, 2013).”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Gamlem & Smith, 2013
Type of feedback is important for teacher feedback to facilitate student learning.
“Type of feedback: Teachers can provide feedback in terms of performance, effort, or achievement (Gamlem & Smith, 2013).”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Gamlem & Smith, 2013
Several studies focused on peer-and self-assessment as a way of involving students.
“Several studies focused on peer-and self-assessment as a way of involving students”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Gamlem & Smith, 2013
Dialogic feedback interactions might help students construct a path forward but are seldom employed in the classroom setting.
“Dialogic feedback interactions might help students construct a path forward but is seldom employed in the classroom setting (Gamlem and Smith, 2013).”
From Same assignment—two different feedback contexts: lower secondary students’ experiences with feedback during a three draft writing process (2025) · cites this paper as Gamlem and Smith, 2013
Peer feedback can sometimes be perceived as damaging due to disrespectful behaviors exhibited by peers during the feedback process.
“Gamlem and Smith (2013) highlighted that peer feedback can sometimes be perceived as damaging due to disrespectful behaviors exhibited by peers during the feedback process.”
From Same assignment—two different feedback contexts: lower secondary students’ experiences with feedback during a three draft writing process (2025) · cites this paper as Gamlem and Smith, 2013

Qualitative Data Analysis: An Expanded Sourcebook
(1994) · Journal of Environmental Psychology · doi:10.1016/s0272-4944(05)80231-2 · Cited by 48,420 · see citing works
The Power of Feedback
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905 · see citing works
Untitled work
(1996) · Cited by 11,584 · see citing works
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · see citing works
A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation.
Deci, E. L., Koestner, R., & Ryan, R. M. (1999) · Psychological Bulletin · doi:10.1037/0033-2909.125.6.627 · Cited by 7,176 · cited 1× · see citing works
“Research has also found that feedback as extrinsic rewards often leads students to place more emphasis on incentives, which result in greater evaluation and completion, rather than enhanced engagement in learning (Deci, Koestner, and Ryan 1999).”
Background
Motivational processes affecting learning.
Dweck, C. S. (1986) · American Psychologist · doi:10.1037/0003-066x.41.10.1040 · Cited by 6,971 · see citing works
The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.
Kluger, A. N., & DeNisi, A. (1996) · Psychological Bulletin · doi:10.1037/0033-2909.119.2.254 · Cited by 5,882 · see citing works
Focus on Formative Feedback
Shute, V. J. (2008) · Review of Educational Research · doi:10.3102/0034654307313795 · Cited by 4,631 · see citing works
Formative assessment and the design of instructional systems
Sadler, D. R. (1989) · Instructional Science · doi:10.1007/bf00117714 · Cited by 4,285 · see citing works
Inside the Black Box: Raising Standards through Classroom Assessment
Black, P., & Wiliam, D. (2010) · Phi Delta Kappan · doi:10.1177/003172171009200119 · Cited by 4,231 · see citing works
Feedback and Self-Regulated Learning: A Theoretical Synthesis
Butler, D. L., & Winne, P. H. (1995) · Review of Educational Research · doi:10.3102/00346543065003245 · Cited by 3,334 · see citing works
Developing the theory of formative assessment
Black, P., & Wiliam, D. (2009) · Educational Assessment, Evaluation and Accountability · doi:10.1007/s11092-008-9068-5 · Cited by 3,301 · see citing works
Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies
Zimmerman, B. J., & Pons, M. M. (1986) · American Educational Research Journal · doi:10.3102/00028312023004614 · Cited by 2,038 · see citing works
Handbook of Complementary Methods in Education Research
Green, J. L., Green, J. L., Camilli, G., Camilli, G., Elmore, P. B., & Elmore, P. B. (2012) · Routledge eBooks · doi:10.4324/9780203874769 · Cited by 2,029 · see citing works
Untitled work
(2003) · Cited by 1,586 · see citing works
Self-regulation in the classroom: a perspective on assessment and intervention.
Boekaerts, M., & Corno, L. (2005) · Applied Psychology · doi:10.1111/j.1464-0597.2005.00205.x · Cited by 1,479 · see citing works
Working inside the Black Box: Assessment for Learning in the Classroom
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004) · Phi Delta Kappan · doi:10.1177/003172170408600105 · Cited by 1,323 · cited 3× · see citing works
“Feedback is regarded as part of the crucial interaction between teacher and student(s) carried out for the purpose of furthering learning (Black et al. 2003, 2004; Brookhart 2008; Hattie and Timperley 2007; Hawe, Dixon, and Watson 2008; Smith and Higgins 2006).”
BackgroundResult
Beyond feedback: developing student capability in complex appraisal
Sadler, D. R. (2010) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930903541015 · Cited by 1,138 · see citing works
Formative Assessment: Revisiting the Territory
Sadler, D. R. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050104 · Cited by 1,107 · see citing works
Handbook of Research on Learning and Instruction
Mayer, R. E., & Alexander, P. A. (2011) · Routledge eBooks · doi:10.4324/9780203839089 · Cited by 938 · see citing works
Qualitative Research Design
Maxwell, J. A., & Chmiel, M. (2015) · doi:10.1093/obo/9780199756810-0126 · Cited by 768 · see citing works
Qualitative data analysis: An expanded sourcebook
Schwandt, T. A. (1996) · Evaluation and Program Planning · doi:10.1016/0149-7189(96)88232-2 · Cited by 740 · see citing works
Handbook of Formative Assessment
Andrade, H. (2010) · doi:10.4324/9780203874851 · Cited by 663 · see citing works
Effectiveness of feedback: the students’ perspective
Poulos, A., & Mahony, M. J. (2008) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930601127869 · Cited by 544 · see citing works
Untitled work
(2008) · Cited by 536 · see citing works
Definition and Analysis of Data from Videotape: Some Research Procedures and Their Rationales
Erickson, F. (2006) · doi:10.4324/9780203874769.ch10 · Cited by 375 · see citing works
Teacher Feedback to Young Children in Formative Assessment: a typology
Tunstall, P., & Gsipps, C. (1996) · British Educational Research Journal · doi:10.1080/0141192960220402 · Cited by 369 · see citing works
From Formative Evaluation to a Controlled Regulation of Learning Processes. Towards a wider conceptual field
Perrenoud, P. (1998) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969595980050105 · Cited by 251 · see citing works
INSTRUCTION BASED ON FEEDBACK
Hattie, J., & Gan, M. J. S. (2011) · Routledge eBooks · doi:10.4324/9780203839089-22 · Cited by 172 · see citing works
Opening classroom interaction: the importance of feedback
Smith, H., & Higgins, S. (2006) · Cambridge Journal of Education · doi:10.1080/03057640601048357 · Cited by 145 · see citing works
Formative classroom assessment: theory into practice
(2008) · Choice Reviews Online · doi:10.5860/choice.45-3911 · Cited by 144 · see citing works
Pupil commentary on assessment for learning
Cowie, B. (2005) · The Curriculum Journal · doi:10.1080/09585170500135921 · Cited by 124 · see citing works
Sociocultural theory: A framework for understanding the social-cognitive dimensions of peer feedback
Villamil, O. S., & de Guerrero, M. C. M. (2006) · Cambridge University Press eBooks · doi:10.1017/cbo9781139524742.004 · Cited by 106 · see citing works
The Instructional Feedback Orientation Scale: Conceptualizing and Validating a New Measure for Assessing Perceptions of Instructional Feedback
King, P. E., Schrodt, P., & Weisel, J. J. (2009) · Communication Education · doi:10.1080/03634520802515705 · Cited by 99 · see citing works
Oral Feedback in the Context of Written Language
Hawe, E. M., Dixon, H. R., & Watson, E. (2008) · ResearchSpace (University of Auckland) · Cited by 34 · see citing works
Identifying exemplary science teachers through students’ perceptions of their learning environment
Waldrip, B. G., Fisher, D., & Dorman, J. P. (2009) · Learning Environments Research · doi:10.1007/s10984-008-9049-0 · Cited by 25 · see citing works
Dialogue, discussion and feedback – views of secondary school students on how others help their learning
Carnell, E. (2004) · doi:10.4324/9780203017678-8 · Cited by 21 · see citing works

Flagged first, then by citations

1 of the 38 references couldn’t be matched to a known paper.

Sorted by citations

Formative assessment: A systematic review of critical teacher prerequisites for classroom practice
Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020) · International Journal of Educational Research · doi:10.1016/j.ijer.2020.101602 · Cited by 330 · see citing works
A systematic review of prerequisites for implementing assessment for learning in classroom practice
Heitink, M. C., der Kleij, F. M. V., Veldkamp, B. P., Schildkamp, K., & Kippers, W. B. (2015) · Educational Research Review · doi:10.1016/j.edurev.2015.12.002 · Cited by 304 · see citing works
Reconsidering student feedback literacy from an ecological perspective
Chong, S. W. (2020) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1730765 · Cited by 241 · see citing works
Student Perceptions of Assessment Feedback: A Critical Scoping Review and Call for Research
Van der Kleij, F. M., & Lipnevich, A. A. (2021) · Educational Assessment, Evaluation and Accountability · doi:10.1007/s11092-020-09331-x · Cited by 189 · see citing works
Comparison of teacher and student perceptions of formative assessment feedback practices and association with individual student characteristics
der Kleij, F. M. V. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.06.010 · Cited by 175 · see citing works
Revisiting “The Power of Feedback” from the perspective of the learner
Mandouit, L., & Hattie, J. (2022) · Learning and Instruction · doi:10.1016/j.learninstruc.2022.101718 · Cited by 161 · see citing works
Students' perceptions of teachers' feedback practice in teaching English as a foreign language
Vattøy, K.-D., & Smith, K. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.06.024 · Cited by 116 · see citing works
Self-citation
A Matrix of Feedback
Brooks, C., Carroll, A., Gillies, R. M., & Hattie, J. (2019) · The Australian journal of teacher education · doi:10.14221/ajte.2018v44n4.2 · Cited by 105 · see citing works
Teachers’ beliefs about feedback practice as related to student self-regulation, self-efficacy, and language skills in teaching English as a foreign language
Vattøy, K.-D. (2019) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2019.100828 · Cited by 91 · see citing works
Classroom Assessment and Educational Measurement
Brookhart, S. M., & McMillan, J. H. (2019) · Routledge eBooks · doi:10.4324/9780429507533 · Cited by 93 · see citing works
Formative assessment of writing in English as a foreign language
Burner, T. (2015) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2015.1066430 · Cited by 78 · see citing works
Examining students’ feedback engagement and assessment experiences: a mixed study
Vattøy, K.-D., Gamlem, S. M., & Rogne, W. M. (2020) · Studies in Higher Education · doi:10.1080/03075079.2020.1723523 · Cited by 71 · see citing works
Self-citation
The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing
Lui, A. M., & Andrade, H. L. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.751548 · Cited by 71 · see citing works
Structural validity and invariance of the Feedback Perceptions Questionnaire
Strijbos, J.-W., Pat‐El, R., & Narciss, S. (2021) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2021.100980 · Cited by 75 · see citing works
Multimodal digital classroom assessments
Fjørtoft, H. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.103892 · Cited by 74 · see citing works
Multimodal composition and assessment: a sociocultural perspective
Silseth, K., & Gilje, Ø. (2017) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2017.1297292 · Cited by 65 · see citing works
Student perspectives on assessment for learning
DeLuca, C., Chapman-Chin, A. E. A., LaPointe-McEwan, D., & Klinger, D. A. (2017) · The Curriculum Journal · doi:10.1080/09585176.2017.1401550 · Cited by 67 · see citing works
Towards effective feedback: an investigation of teachers’ and students’ perceptions of oral feedback in classroom practice
der Kleij, F. M. V., & Adie, L. E. (2020) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2020.1748871 · Cited by 59 · see citing works
What Is My Next Step? School Students' Perceptions of Feedback
Brooks, C., Huang, Y., Hattie, J., Carroll, A., & Burton, R. (2019) · Frontiers in Education · doi:10.3389/feduc.2019.00096 · Cited by 58 · see citing works
Perception of online feedback and its impact on cognitive and emotional engagement with feedback
Saíz, R. M. M., Espasa, A., Guasch, T., & Melo, M. M. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-10948-2 · Cited by 56 · see citing works
Students’ perception of teachers’ two-way feedback interactions that impact learning
Tan, F. D. H., Whipp, P., Gagné, M., & van Quaquebeke, N. (2018) · Social Psychology of Education · doi:10.1007/s11218-018-9473-7
Developing the relational in teacher feedback literacy: exploring feedback talk
Heron, M., Medland, E., Winstone, N., & Pitt, E. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2021.1932735 · Cited by 52 · see citing works
Shared language of feedback and assessment. Perception of teachers and students in three Icelandic secondary schools
Jónsson, Í., Smith, K., & Geirsdóttir, G. (2017) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2017.11.003 · Cited by 49 · see citing works
Self-citation
The development and application of coding frameworks to explore dialogic feedback interactions and self‐regulated learning
Adie, L. E., der Kleij, F. M. V., & Cumming, J. (2018) · British Educational Research Journal · doi:10.1002/berj.3463 · Cited by 48 · see citing works
Students' perceptions and outcome of teacher feedback: a systematic review
Brandmo, C., & Gamlem, S. M. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1572950 · Cited by 86 · see citing works
Self-citation
Northern Lights on TIMSS and PISA 2018
Reimer, D., Sortkear, B., Oskarsson, M., Nilsen, T., Rasmusson, M., & Nissinen, K. J. (2018) · TemaNord · doi:10.6027/tn2018-524 · Cited by 46 · see citing works
Value Creation as Educational Practice - Towards a new Educational Philosophy grounded in Entrepreneurship?
Lackéus, M. (2016) · Chalmers Publication Library (Chalmers University of Technology) · Cited by 45 · see citing works
Summative and Formative Feedback
Brookhart, S. M. (2018) · Cambridge University Press eBooks · doi:10.1017/9781316832134.005 · Cited by 45 · see citing works
Assessing the Impact of Enterprise Education in Three Leading Swedish Compulsory Schools
Lackéus, M., & Sävetun, C. (2018) · Journal of Small Business Management · doi:10.1111/jsbm.12497 · Cited by 43 · see citing works
Emotionally enriched AI-generated feedback: Supporting student well-being without compromising learning
Alsaiari, O. A. S., Baghaei, N., Lahza, H. F., Lodge, J. M., Bodén, M., & Khosravi, H. (2025) · Computers & Education · doi:10.1016/j.compedu.2025.105363 · Cited by 75 · see citing works
Reflection through assessment: A systematic narrative review of teacher feedback and student self-perception
Torres, J., Strong, Z. H., & Adesope, O. (2019) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2019.100814 · Cited by 40 · see citing works
Teacher–student interactions and feedback in English as a foreign language classrooms
Vattøy, K.-D., & Gamlem, S. M. (2020) · Cambridge Journal of Education · doi:10.1080/0305764x.2019.1707512 · Cited by 40 · see citing works
Self-citation
Feedback That Leads to Improvement in Student Essays: Testing the Hypothesis that “Where to Next” Feedback is Most Powerful
Hattie, J., Crivelli, J., Gompel, K. V., West-Smith, P., & Wike, K. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.645758 · Cited by 45 · see citing works
Implementing Classroom-Based Assessment for Young EFL Learners in the Chinese Context: A Case Study
Yan, Q., Zhang, L. J., & Cheng, X. (2021) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-021-00602-9 · Cited by 42 · see citing works
The relationship between formative assessment and reading achievement: A multilevel analysis of students in 19 countries/regions
Yan, Z., & Chiu, M. M. (2022) · British Educational Research Journal · doi:10.1002/berj.3837 · Cited by 42 · see citing works
Reframing the effectiveness of feedback in improving teaching and learning achievement
Selvaraj, A. M., & Azman, H. (2020) · International Journal of Evaluation and Research in Education (IJERE) · doi:10.11591/ijere.v9i4.20654 · Cited by 37 · see citing works
From fixing the work to improving the learner: An initial evaluation of a professional learning intervention using a new student-centred feedback model
Brooks, C., Burton, R., der Kleij, F. M. V., Carroll, A., Olave-Encina, K., & Hattie, J. (2020) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2020.100943 · Cited by 36 · see citing works
Prioritising students in Assessment for Learning: A scoping review of research on students' classroom experience
Arnold, J. (2022) · Review of Education · doi:10.1002/rev3.3366 · Cited by 30 · see citing works
Evaluation of the ‘Feedback Engagement Enhancement Tool’ to examine and enhance students’ engagement with feedback on their writing
der Kleij, F. M. V. (2020) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2020.100907 · Cited by 30 · see citing works
The Effectiveness of Positive Feedback in Teaching Speaking Skill
Muhsin, M. A. (2016) · Lingua Cultura · doi:10.21512/lc.v10i1.873 · Cited by 29 · see citing works
An educational intervention to enhance clinical skills learning: Experiences of nursing students and teachers
Wighus, M., & Bjørk, I. T. (2018) · Nurse Education in Practice · doi:10.1016/j.nepr.2018.01.004 · Cited by 28 · see citing works
Exploring AI-driven feedback as a cultural tool: a cultural-historical perspective on design of AI environments to support students' writing process
Engeness, I., & Gamlem, S. M. (2025) · Integrative Psychological and Behavioral Science · doi:10.1007/s12124-025-09894-8 · Cited by 26 · see citing works
Self-citation
Vocational teachers` professional development in assessment for learning
Sandal, A. K. (2021) · Journal of Vocational Education and Training · doi:10.1080/13636820.2021.1934721 · Cited by 25 · see citing works
Feedback as a relational concept in the classroom
Dann, R. (2019) · The Curriculum Journal · doi:10.1080/09585176.2019.1636839 · Cited by 26 · see citing works
Inside the Next Black Box: Examining Students’ Responses to Teacher Feedback in a Formative Assessment Context
Lui, A. M., & Andrade, H. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.751549 · Cited by 30 · see citing works
Students’ experiences of peer feedback practices as related to awareness raising of learning goals, self-monitoring, self-efficacy, anxiety, and enjoyment in teaching EFL and mathematics
Vattøy, K.-D., & Gamlem, S. M. (2024) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2023.2192772 · Cited by 23 · see citing works
Self-citation
Investigating relationships among students’ affective, behavioral and cognitive engagement with peer feedback on EFL writing
Chen, H., & Hu, G. (2024) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2024.101430 · Cited by 28 · see citing works
Using and rejecting peer feedback in the science classroom: a study of students’ negotiations on how to use peer feedback when designing experiments
Anker-Hansen, J., & Andrée, M. (2019) · Research in Science & Technological Education · doi:10.1080/02635143.2018.1557628 · Cited by 23 · see citing works
Student Voices about the Role Feedback Plays in the Enhancement of their Learning
Plank, C., Dixon, H. R., & Ward, G. (2014) · The Australian journal of teacher education · doi:10.14221/ajte.2014v39n9.8 · Cited by 22 · see citing works
Effects of Mastery Learning Instruction on Engineering Students’ Writing Skills Development and Motivation
Birhan, A. T. (2018) · Journal of language and Education · doi:10.17323/2411-7390-2018-4-4-20-30 · Cited by 21 · see citing works
FEEDBACK: UNVEILING ITS IMPACT AND ENHANCING ITS EFFECTIVENESS IN EDUCATION
Kutasi, R. (2023) · Revista de Pedagogie - Journal of Pedagogy · doi:10.26755/revped/2023.2/7 · Cited by 18 · see citing works
Ambitious and ambiguous: shifting purposes of national testing in the legitimation of assessment policies in Norway and Sweden (2000–2017)
Tveit, S. (2018) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2017.1421522 · Cited by 18 · see citing works
Writing intervention with elementary students struggling with writing: examining approach profiles to the teacher feedback on writing quality and motivational variables
Högemann, J., da Cunha, J. S., Núñez, J. C., Vallejo, G., Rodríguez, C., & Rosário, P. J. S. L. F. (2021) · Reading and Writing · doi:10.1007/s11145-021-10159-0 · Cited by 18 · see citing works
Exploring student perceptions of verbal feedback
Kerr, K. (2017) · Research Papers in Education · doi:10.1080/02671522.2017.1319589 · Cited by 22 · see citing works
Expert teacher perceptions of two-way feedback interaction
Tan, F. D. H., Whipp, P., Gagné, M., & van Quaquebeke, N. (2020) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.102930 · Cited by 14 · see citing works
An Analysis of Participants’ Experiences fromthe First International MOOC Offered at the University of Oslo
Singh, A. B., & Mørch, A. I. (2018) · Nordic Journal of Digital Literacy · doi:10.18261/issn.1891-943x-2018-01-04 · Cited by 17 · see citing works
Developing Writing Skills in English Using Content-Specific Computer-Generated Feedback with EssayCritic
Engeness, I., & Mørch, A. I. (2016) · Nordic Journal of Digital Literacy · doi:10.18261/issn.1891-943x-2016-02-03 · Cited by 16 · see citing works
Students’ perceptions of teacher feedback in EFL English class and their self-regulated learning after receiving feedback
Putri, N. V. W., Munir, A., & Anam, S. (2021) · Journal on English as a Foreign Language · doi:10.23971/jefl.v11i1.2237 · Cited by 16 · see citing works
Connecting feedback, classroom research and Didaktik perspectives
Svanes, I. K., & Skagen, K. (2017) · Journal of Curriculum Studies · doi:10.1080/00220272.2016.1140810 · Cited by 14 · see citing works
Creating space for students' concerns: Embodied feedback practices in hairdressing education
Öhman, A., & Tanner, M. (2017) · Learning Culture and Social Interaction · doi:10.1016/j.lcsi.2017.04.005 · Cited by 15 · see citing works
Interactions of chemistry teachers with gifted students in a regular high-school chemistry classroom
Benny, N., & Blonder, R. (2017) · Chemistry Education Research and Practice · doi:10.1039/c7rp00127d · Cited by 15 · see citing works
Teachers’ Oral Feedback in EFL Classroom Interaction (A Descriptive Study of Senior High School in Indonesia)
Irawan, E., & Salija, K. (2017) · ELT Worldwide Journal of English Language Teaching · doi:10.26858/eltww.v4i2.4496 · Cited by 15 · see citing works
A conceptual framework for Assessment-Informed Differentiation (AID) in the classroom
Eysink, T. H. S., & Schildkamp, K. (2021) · Educational Research · doi:10.1080/00131881.2021.1942118 · Cited by 26 · see citing works
The Effect of Using Peer Assessment Training on Writing Performance among Arab EFL High School Students in Malaysia
Almahasneh, A. M. S., & Abdul-Hamid, S. (2019) · Arab World English Journal · doi:10.2139/ssrn.3367531 · Cited by 15 · see citing works
“You must learn something during a lesson”: how primary students construct meaning from teacher feedback
Eriksson, E., Boistrup, L. B., & Thornberg, R. (2020) · Educational Studies · doi:10.1080/03055698.2020.1753177 · Cited by 14 · see citing works
Methods in Feedback Research
Brown, G., & Harris, L. R. (2018) · Cambridge University Press eBooks · doi:10.1017/9781316832134.007 · Cited by 14 · see citing works
Navigating formative assessment as professional development in digital contexts: insights from teachers’ experiences
Vattøy, K.-D., & Gamlem, S. M. (2024) · Teacher Development · doi:10.1080/13664530.2024.2382956 · Cited by 13 · see citing works
Self-citation
Teacher and student perceptions of oral classroom feedback practices: a video-stimulated recall study
der Kleij, F. M. V. (2021) · The Australian Educational Researcher · doi:10.1007/s13384-021-00478-0 · Cited by 13 · see citing works
Same assignment—two different feedback contexts: lower secondary students’ experiences with feedback during a three draft writing process
Moltudal, S. H., Gamlem, S. M., Segaran, M., & Engeness, I. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1509904 · Cited by 12 · see citing works
Self-citation
Postgraduate nursing students' perceptions of consensus marking with online oral vivas: A qualitative study
Henderson, B., Aitken, R., Lewis, L. K., & Chipchase, L. S. (2021) · Nurse Education Today · doi:10.1016/j.nedt.2021.104881 · Cited by 12 · see citing works
A scoping review of feedback in physical education: Conceptualisations and the role of teachers and students
Treschman, P., Stylianou, M., & Brooks, C. (2024) · European Physical Education Review · doi:10.1177/1356336x241230829 · Cited by 19 · see citing works
Teachers’ assessment experiences and perceptions in the practical-aesthetic subjects
Oltedal, E., Gamlem, S. M., Kleivenes, O. M., Ryslett, K., & Vasset, T. (2015) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2015.1066431 · Cited by 12 · see citing works
Self-citation
Developing Assessment-Capable Teachers Through Engagement in Assessment for Learning (AfL): A New Zealand Study
Dixon, H. R., & Hawe, E. M. (2018) · Springer eBooks · doi:10.1007/978-981-10-9053-0_4 · Cited by 12 · see citing works
The Effect of Perceived Teacher Behaviors on Students’ Self-Esteem and Attitudes Towards Learning
Ağır, M. (2019) · Journal of Education and Learning · doi:10.5539/jel.v8n5p203 · Cited by 12 · see citing works
Bridging the gap between observation protocols and formative feedback
Yee, S. P., Deshler, J. M., Rogers, K. C., Petrulis, R., Potvin, C. D., & Sweeney, J. (2021) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-020-09485-x · Cited by 11 · see citing works
Covid 19, school closures and the uptake of a digital assessment for learning pilot project during Ireland’s national lockdown
Judge, M. (2021) · Irish Educational Studies · doi:10.1080/03323315.2021.1917443 · Cited by 14 · see citing works
Understanding the Significance of EFL Students’ Perceptions and Preferences of Written Corrective Feedback
Rasool, U., Qian, J., & Aslam, M. Z. (2024) · SAGE Open · doi:10.1177/21582440241256562 · Cited by 17 · see citing works
The Use of Feedback in the Classroom Assessment: A Case Study
Khamis, S., & Selamat, A. (2019) · International Journal of Academic Research in Progressive Education and Development · doi:10.6007/ijarped/v8-i3/6426 · Cited by 10 · see citing works
Fostering student engagement with criticism feedback: importance, contrasting perspectives and key provisions
Rabbani, L. M., & Husain, S. H. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1344997 · Cited by 20 · see citing works
Perceptions of Feedback among Russian Adolescents
Азбель, А. А., Ilyushin, L. S., & Morozova, P. (2021) · Voprosy Obrazovaniya/ Educational Studies Moscow · doi:10.17323/1814-9545-2021-1-195-212 · Cited by 9 · see citing works
Are they taking action? Accounting undergraduates’ engagement with assessment criteria and self-regulation development
Mountain, K., Teviotdale, W. W., Duxbury, J., & Oldroyd, J. (2022) · Accounting Education · doi:10.1080/09639284.2022.2030240 · Cited by 9 · see citing works
Feedback practice in lower secondary school: Exploring development of perceptions of feedback practice among students and teachers
Sandal, A. K., Helleve, I., Smith, K., & Gamlem, S. M. (2022) · Cogent Education · doi:10.1080/2331186x.2022.2101236 · Cited by 10 · see citing works
Self-citation
Assessment Cultures
López, C. A., & Lawn, M. (2018) · Peter Lang D eBooks · doi:10.3726/978-3-653-06867-2 · Cited by 9 · see citing works
Perceptions of academic writing by some Saudi graduate students studying in American universities
Alhojailan, A. I. (2015) · SHAREOK (University of Oklahoma; Oklahoma State University; Central Oklahoma University) · Cited by 9 · see citing works
A Triple Challenge: Students’ Identification, Interpretation, and Use of Individualized Automated Feedback in Learning to Write English as a Foreign Language
Krange, I., Segaran, M., Gamlem, S. M., Moltudal, S., & Engeness, I. (2023) · Interaction Design and Architecture(s) · doi:10.55612/s-5002-059-001 · Cited by 7 · see citing works
Self-citation
Development of the Student Perceptions of Writing Feedback Scale
Marrs, S. A. (2016) · VCU Scholars Compass (Virginia Commonwealth University) · doi:10.25772/bewy-bg19 · Cited by 8 · see citing works
Feedback Valence Agency Moderates the Effect of Pre-service Teachers’ Growth Mindset on the Relation Between Revising and Performance
Cutumisu, M. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.01794 · Cited by 7 · see citing works
Teachers’ regard for adolescent perspectives in feedback dialogues with students in lower-secondary schools
Vattøy, K.-D., & Gamlem, S. M. (2019) · Nordisk tidsskrift for utdanning og praksis · doi:10.23865/up.v13.1970 · Cited by 6 · see citing works
Self-citation
Written Corrective Feedback in Online Writing Classrooms: EFL Students’ Perceptions and Preferences
(2022) · International Journal of English Language Teaching · doi:10.37745/ijelt.13/vol10no1pp.12-35 · Cited by 8 · see citing works
Students’ experiences of assessment and feedback engagement in digital contexts: a mixed-methods case study in upper secondary school
Vattøy, K.-D., Gamlem, S. M., Kobberstad, L. R., & Rogne, W. M. (2022) · Education Inquiry · doi:10.1080/20004508.2022.2122202 · Cited by 8 · see citing works
Self-citation
Eksamens mange roller i sertifisering, styring og støtte av læring og undervisning i norsk grunnopplæring
Tveit, S., & Olsen, R. V. (2018) · Acta Didactica Norge · doi:10.5617/adno.6381 · Cited by 11 · see citing works
Student perceptions of teacher feedback quality in homework: Individual and class‐level factors
Xu, J. (2024) · Psychology in the Schools · doi:10.1002/pits.23203 · Cited by 7 · see citing works
Implementation of an R Shiny App for Instructors: An Automated Text Analysis Formative Assessment Tool for Evaluating Lewis Acid–Base Model Use
Yik, B. J., Schreurs, D. G., & Raker, J. R. (2023) · Journal of Chemical Education · doi:10.1021/acs.jchemed.3c00400 · Cited by 7 · see citing works
Instructional feedback to support self-regulated writing in primary school
Fiskerstrand, P., & Gamlem, S. M. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1232529 · Cited by 23 · see citing works
Self-citation
An interpretive phenomenological analysis of nursing student perceptions of summative assessment feedback using LEGO® Serious Play®
Ajibade, B. O., & Hayes, C. V. (2023) · Higher Education Skills and Work-based Learning · doi:10.1108/heswbl-09-2022-0188 · Cited by 7 · see citing works
The Impact of Feedback Modalities and the Influence of Cognitive Load on Interpersonal Communication in Nonclinical Settings: Experimental Study Design
Rego, C., & Montague, E. N. H. (2023) · JMIR Human Factors · doi:10.2196/49675 · Cited by 6 · see citing works
Summativ vurdering i formativ drakt – elevperspektiv på tilbakemelding fra heldagsprøver i norsk
Bueie, A. A. (2015) · Acta Didactica Norge · doi:10.5617/adno.1300 · Cited by 6 · see citing works
Mapping sustainability of professional development in four Norwegian lower-secondary schools
Gamlem, S. M., & Helleve, I. (2022) · Cogent Education · doi:10.1080/2331186x.2022.2117518 · Cited by 6 · see citing works
Self-citation
Voices from the East and West: congruence on the primary purpose of tutor feedback in higher education
Cookson, C. (2017) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2016.1236184 · Cited by 8 · see citing works
Reimagining classroom assessment and feedback to meet learner needs
der Kleij, F. M. V. (2022) · doi:10.37517/978-1-74286-685-7-5 · Cited by 5 · see citing works

Authors: Gamlem, S. M., & Smith, K.
Affiliations: Volda University College (NO)
University of Bergen (NO)
Corresponding author: Gamlem, Siv M.
ORCID: Gamlem, Siv M.
Smith, Kari
Venue: Assessment in Education: Principles, Policy & Practice
Publisher: Informa UK Limited
Published: 2013-01-22
Volume: 20
Issue: 2
Pages: 150-169
ISSN: 0969-594X (ISSN-L)
1465-329X
DOI: 10.1080/0969594x.2012.749212
OpenAlex: W2100654949
Semantic Scholar: 073d7b63b913a2d6b8291c7f34593fe616a2cdd6
Cited by: 184
References: 38
Citations by year: 2026: 5 · 2025: 8 · 2024: 19 · 2023: 17 · 2022: 23 · 2021: 22 · 2020: 17 · 2019: 18 · 2018: 17 · 2017: 12 · 2016: 9 · 2015: 16 · 2014: 1
FWCI: 41.33
Type: journal article
Language: en
Open access: closed
Locations: Assessment in Education Principles Policy and Practice (publishedVersion)
Topics: Social Sciences › Education › Student Assessment and Feedback
Social Sciences › Education › Evaluation of Teaching Practices
Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
Keywords: classroom feedback, student perceptions, junior high school students, feedback types, learning and teaching

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Student perceptions of classroom feedback

Abstract

Integrity signals

Claims the paper makes

Claims other papers make about this one

Cites

Cited by

Related

Record

About these checks