The DOI matches its Crossref record; 37 of the 38 references it cites were found in a registry or an index.
Student perceptions of classroom feedback
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.
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“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“Emotionally, these perceptions left students feeling frustrated and attacked instead of motivated.”
From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Gamlem and Smith (2013)
In the citing paper
“Cognitively, students found it difficult to make meaning out of vague feedback that did not elaborate on how they could improve (e.g., “write more, work harder or give a richer description when they find they have told everything they know” [p.159]).”
From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Gamlem and Smith (2013)
In the citing paper
“Students judged the feedback as more valuable and desirable by students when it required them to think about their work (Gamlem and Smith, 2013).”
From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Gamlem and Smith, 2013
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Formative assessment: A systematic review of critical teacher prerequisites for classroom practice
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A systematic review of prerequisites for implementing assessment for learning in classroom practice
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Reconsidering student feedback literacy from an ecological perspective
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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
“…to be in place for students to successfully engage with feedback to improve their learning involves at least the following aspects (Carless, 2006; Gamlem & Smith, 2013; Handley et al., 2011; Hargreaves, 2011; Havnes et al., 2012; Jonsson & Panadero, 2018; Nicol, 2013): willingness to attend to…”
Backgroundder Kleij, F. M. V. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.06.010 · Cited by 175
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
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 137
Self-citationBrooks, C., Carroll, A., Gillies, R. M., & Hattie, J. (2019) · The Australian journal of teacher education · doi:10.14221/ajte.2018v44n4.2 · Cited by 105
“In a lower secondary school study, students reported that they valued feedback that referenced objective criteria, that was constructive, and helpful for improvement (Gamlem & Smith, 2013).”
BackgroundResultVattøy, K.-D. (2019) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2019.100828 · Cited by 99
Classroom Assessment and Educational Measurement
Brookhart, S. M., & McMillan, J. H. (2019) · Routledge eBooks · doi:10.4324/9780429507533 · Cited by 103
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
“Mutual understanding is important to make assessment useful and meaningful (Black & Wiliam, 1998; Gamlem & Smith, 2013; Havnes, Smith, Dysthe, & Ludvigsen, 2012), and in order to fully exploit formative assessment as a tool for learning.”
BackgroundResultExamining 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
Self-citationLui, A. M., & Andrade, H. L. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.751548 · Cited by 71
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 87
“The existing studies differ in their research methods, i.e. qualitative (e.g., interviews and focus groups; see Gamlem & Smith, 2013; Poulos & Mahony, 2008; Pokorny & Pickford, 2010), quantitative (e.g., questionnaire; see De Kleijn et al., 2013; Gibbs & Simpson, 2003; King, Schrodt, & Weisel,…”
BackgroundMethodMultimodal digital classroom assessments
Fjørtoft, H. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.103892 · Cited by 74
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 78
“This form of assessment has also been studied within the context of feedback (Gamlem & Smith, 2013; Hattie & Timperley, 2007).”
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
“The majority of existing research has either focused on students’ general responses to various assessment conceptions or on specific AfL approaches (e.g. peer feedback) largely from New Zealand and European contexts (e.g. Brown et al., 2009; Cowie, 2009; Gamlem & Smith, 2013; Harris et al., 2009).”
Backgroundder Kleij, F. M. V., & Adie, L. E. (2020) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2020.1748871 · Cited by 59
“The initial development of the coding scheme drew on existing coding schemes and relevant literature (Adie et al., 2018; Gamlem & Smith, 2013; Lipnevich et al., 2016).”
BackgroundMethodResultInfluentialWhat 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
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 67
“Students must perceive it, understand it, consider it useful for their learning, have the opportunity to use it, be motivated to do it and ultimately use it (Havnes et al., 2012; Gamlem & Smith, 2013).”
BackgroundStudents’ perception of teachers’ two-way feedback interactions that impact learning
Tan, F., Whipp, P. R., Gagné, M., & Quaquebeke, N. V. (2018) · Social Psychology of Education · doi:10.1007/s11218-018-9473-7 · Cited by 73
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
“Much greater emphasis has been placed on the role of classroom dialogue as feedback in research in the context of school education (e.g. Gamlem and Smith 2013; Kerr 2017) than in higher education.”
BackgroundJónsson, Í., Smith, K., & Geirsdóttir, G. (2017) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2017.11.003 · Cited by 61
Self-citationAdie, L. E., der Kleij, F. M. V., & Cumming, J. (2018) · British Educational Research Journal · doi:10.1002/berj.3463 · Cited by 48
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
Self-citationNorthern 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 52
Lackéus, M. (2016) · Chalmers Publication Library (Chalmers University of Technology) · Cited by 45
Summative and Formative Feedback
Brookhart, S. M. (2018) · Cambridge University Press eBooks · doi:10.1017/9781316832134.005 · Cited by 47
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 50
“…or digital), or from stakeholders outside class/school could have improved many of the teaching methods studied considerably. this is in line with previous research highlighting the value of feedback between teachers and students (Gamlem and smith 2013; Hattie and timperley 2007; Lineback 2015).”
ResultAlsaiari, 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 85
Torres, J., Strong, Z. H., & Adesope, O. (2019) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2019.100814 · Cited by 40
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
“The challenge lies in supporting feedback as ‘constructing achievement–dialogic feedback interaction–constructing a way forward’ (Gamlem & Smith, 2013), which could support students’ self-regulatory capacities as well as building self-efficacy beliefs (Gamlem, 2019; Vattøy & Smith, 2019).”
BackgroundResultSelf-citationHattie, J., Crivelli, J., Gompel, K. V., West-Smith, P., & Wike, K. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.645758 · Cited by 45
“Students indicate a preference for feedback that is specific, useful, and timely (Pajares and Graham, 1998; Gamlem and Smith, 2013), relative to the criteria or standards they are assessed against (Brown, 2009; Beaumont et al.”
BackgroundImplementing 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
Yan, Z., & Chiu, M. M. (2022) · British Educational Research Journal · doi:10.1002/berj.3837 · Cited by 42
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
“Many researches suggested [12-14] that feedback in the form of comments might motivate students to recognise their work’s strengths and limitations and benefit from progress.”
BackgroundBrooks, 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
Arnold, J. (2022) · Review of Education · doi:10.1002/rev3.3366 · Cited by 30
der Kleij, F. M. V. (2020) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2020.100907 · Cited by 30
The Effectiveness of Positive Feedback in Teaching Speaking Skill
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“According to Gamlem & Smith (2013), if the research project is going to use questionnaire, then it is essential to put time and effort into getting the format right.”
BackgroundWighus, M., & Bjørk, I. T. (2018) · Nurse Education in Practice · doi:10.1016/j.nepr.2018.01.004 · Cited by 28
Engeness, I., & Gamlem, S. M. (2025) · Integrative Psychological and Behavioral Science · doi:10.1007/s12124-025-09894-8 · Cited by 26
“…learning process (Andrade, 2010; Black & Wiliam, 2009; Gamlem & Smith, 2013), (ii) be understandable to the receiver (Black & Wiliam, 1998; Gamlem, 2014; Sadler, 1998) and (iii) the students must be allowed to act on the feedback (refine, revise and practice) (Gamlem & Smith, 2013; Sadler, 1998).”
Self-citationVocational 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 45
“Timperley 2007), as well as the learner’s understanding of the feedback and ability to act upon the feedback (Black and Wiliam 2009; Gamlem and Smith 2013).”
BackgroundFeedback as a relational concept in the classroom
Dann, R. (2019) · The Curriculum Journal · doi:10.1080/09585176.2019.1636839 · Cited by 31
Lui, A. M., & Andrade, H. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.751549 · Cited by 43
Vattøy, K.-D., & Gamlem, S. M. (2024) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2023.2192772 · Cited by 23
“However, feedback that fosters self-monitoring has largely been found absent in peer feedback in primary and secondary school (Gamlem & Smith, 2013; Harris et al., 2015).”
BackgroundResultInfluentialSelf-citationChen, H., & Hu, G. (2024) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2024.101430 · Cited by 28
Anker-Hansen, J., & Andrée, M. (2019) · Research in Science & Technological Education · doi:10.1080/02635143.2018.1557628 · Cited by 23
“The students interviewed by Gamlem and Smith (2013) criticised compulsory components of appraisals; they desired more concrete suggestions on how to improve their work.”
BackgroundInfluentialStudent 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
“However, as noted elsewhere (e.g. Gamlem & Smith, 2013; Hargreaves, 2013), while it is important to gain insights into teachers’ feedback-related understandings and practice, such insights provide an incomplete picture of the ways in which feedback is used to support and enhance learning and…”
Birhan, A. T. (2018) · Journal of language and Education · doi:10.17323/2411-7390-2018-4-4-20-30 · Cited by 21
“Here, researchers such as Gamlem and Smith (2013) and Titova and Samoylenko (2017) reported that feedback and formative assessment are essential for learning and teaching.”
BackgroundFEEDBACK: 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
Tveit, S. (2018) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2017.1421522 · Cited by 18
“Black and Wiliam’s definition of formative assessment has been a fruitful framework for coming to terms with how assessment can be used to improve learning and instruction (e.g. Burner, 2014; Gamlem & Smith, 2013).”
BackgroundHögemann, 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
Exploring student perceptions of verbal feedback
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“Gamlem and Smith (2013) also indicate the importance of atmosphere in allowing for the receipt of feedback with a particular focus on the presence of peers which corresponds to aspects of this study.”
BackgroundExpert teacher perceptions of two-way feedback interaction
Tan, F., Whipp, P. R., Gagné, M., & Quaquebeke, N. V. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.102930 · Cited by 26
Singh, A. B., & Mørch, A. I. (2018) · Nordic Journal of Digital Literacy · doi:10.18261/issn.1891-943x-2018-01-04 · Cited by 21
Engeness, I., & Mørch, A. I. (2016) · Nordic Journal of Digital Literacy · doi:10.18261/issn.1891-943x-2016-02-03 · Cited by 16
“…of written communication is one of the competence aims of the Upper Secondary School English subject curriculum in Norway1 and in common with other countries feedback and assessment for learning (AfL) have been encouraged in Norwegian schools2 (Bueie, 2015; Gamlem & Smith, 2013; Røyeng, 2010).”
BackgroundPutri, N. V. W., Munir, A., & Anam, S. (2021) · Journal on English as a Foreign Language · doi:10.23971/jefl.v11i1.2237 · Cited by 16
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
“A belief in knowledge as directly transmitted from teacher to student does not fit with the empirical findings of either feedback research (Gamlem & Smith, 2013; Timperley & Parr, 2009), classroom research (e.g. Nuthall, 2007) or Didaktik theory.”
BackgroundCreating 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
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
Irawan, E., & Salija, K. (2017) · ELT Worldwide Journal of English Language Teaching · doi:10.26858/eltww.v4i2.4496 · Cited by 15
“Studies on students’ perception of teachers’ oral feedback can provide information for teachers to know how to give oral feedback effectively based on their view (Cowie, 2005; Gamlem & Smith, 2013).”
BackgroundResultInfluentialA conceptual framework for Assessment-Informed Differentiation (AID) in the classroom
Eysink, T., & Schildkamp, K. (2021) · Educational Research · doi:10.1080/00131881.2021.1942118 · Cited by 18
“A specific way to involve students in formative assessment is the use of peer- and self-assessment (Bryant and Carless 2010; Gamlem and Smith 2013; Harris and Brown 2013; Lee 2011).”
BackgroundMethodAlmahasneh, A. M. S., & Abdul-Hamid, S. (2019) · Arab World English Journal · doi:10.2139/ssrn.3367531 · Cited by 15
Eriksson, E., Boistrup, L. B., & Thornberg, R. (2020) · Educational Studies · doi:10.1080/03055698.2020.1753177 · Cited by 14
“In a study of lower-secondary students ’ perspectives on classroom feedback, Gamlem and Smith (2013) found additional forms of classroom feedback, such as reporting and grading.”
Brown, G., & Harris, L. R. (2018) · Cambridge University Press eBooks · doi:10.1017/9781316832134.007 · Cited by 14
Vattøy, K.-D., & Gamlem, S. M. (2024) · Teacher Development · doi:10.1080/13664530.2024.2382956 · Cited by 13
“The guides were informed by teacher feedback during the workshops, along with insights from formative assessment (Gamlem and Smith 2013; Hattie and Timperley 2007) and digital learning (Bearman, Boud, and Rola 2020).”
Self-citationder Kleij, F. M. V. (2021) · The Australian Educational Researcher · doi:10.1007/s13384-021-00478-0 · Cited by 13
Moltudal, S. H., Gamlem, S. M., Segaran, M., & Engeness, I. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1509904 · Cited by 12
Self-citationHenderson, B., Aitken, R., Lewis, L. K., & Chipchase, L. S. (2021) · Nurse Education Today · doi:10.1016/j.nedt.2021.104881 · Cited by 12
Treschman, P., Stylianou, M., & Brooks, C. (2024) · European Physical Education Review · doi:10.1177/1356336x241230829 · Cited by 19
“The variability of the effect of feedback is largely associated with the complexity of the feedback message and discrepancies between how feedback is intended and how it is received, interpreted, and actioned by the learner (Gamlem and Smith, 2013; Wiliam, 2018).”
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
“…point to a differentiated grading practice, where lower achieving pupils are rewarded for participation and effort, supporting existing research (Gamlem & Smith, 2013; Opheim et al., 2010; Prøitz & Borgen, 2010), and again reveals that actual subject content is downplayed and devalued,…”
BackgroundSelf-citationDixon, H. R., & Hawe, E. M. (2018) · Springer eBooks · doi:10.1007/978-981-10-9053-0_4 · Cited by 12
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 17
“…& Sutton, 2009), the negative relationship draws attention to whether students carry the sense of trust towards the relationship with the meaning they bear for teacher behaviors (Wooten & McCroskey, 1996; Gamlem & Smith, 2013), in other words, to students’ perception of the reliability of teachers.”
BackgroundBridging 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
“Research suggests feedback has two purposes from the recipient’s view: directive and facilitative (Black and Wiliam 1998; Gamlem and Smith 2013; Shute 2008).”
BackgroundJudge, M. (2021) · Irish Educational Studies · doi:10.1080/03323315.2021.1917443 · Cited by 14
“According to Gamlem and Smith (2013), feedback is most useful to learners when it is delivered immediately after a test and includes speci fi c comments about errors and suggestions for improvements.”
BackgroundRasool, U., Qian, J., & Aslam, M. Z. (2024) · SAGE Open · doi:10.1177/21582440241256562 · Cited by 17
“In distinctive learning processes, the feedback varies and ultimately makes differences; therefore, students perceive feedback according to the settings of the learning environment (Gamlem & Smith, 2013).”
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
“In particular, such feedback should be viewed from many aspects not only as a correction for student error but as one of the continuous assessment mechanisms in the classroom (Gamlem & Smith, 2013).”
BackgroundRabbani, L. M., & Husain, S. H. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1344997 · Cited by 20
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 14
Mountain, K., Teviotdale, W. W., Duxbury, J., & Oldroyd, J. (2022) · Accounting Education · doi:10.1080/09639284.2022.2030240 · Cited by 13
“Although Nicol and Macfarlane-Dick (2006, p. 199) report that ‘students are already assessing their work and generating their own feedback’, other researchers report difficulty with engaging students (Fritz et al., 2000; Gamlin & Smith, 2013; Hattie & Gan, 2011; Higgins et al., 2001; Taras, 2001).”
BackgroundSandal, A. K., Helleve, I., Smith, K., & Gamlem, S. M. (2022) · Cogent Education · doi:10.1080/2331186x.2022.2101236 · Cited by 10
“Studies have found discrepancies between student and teacher perceptions of feedback practice (Carless, 2006; Gamlem, 2015; Gamlem & Smith, 2013; Havnes et al., 2012; Jónsson et al., 2018).”
BackgroundInfluentialSelf-citationLópez, C. A., & Lawn, M. (2018) · Peter Lang D eBooks · doi:10.3726/978-3-653-06867-2 · Cited by 9
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
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
Self-citationDevelopment 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
Cutumisu, M. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.01794 · Cited by 9
“Although the game had three rounds, offering players the opportunity to integrate the feedback from one round on a subsequent round, it is possible that students may not have appreciated the value and relevance of feedback to future tasks, which has been found to be an important aspect of engaging more deeply with fee…”
BackgroundVattøy, K.-D., & Gamlem, S. M. (2019) · Nordisk tidsskrift for utdanning og praksis · doi:10.23865/up.v13.1970 · Cited by 6
“Adolescents’ perspectives do not always align with teachers’ perspectives (Gamlem & Smith, 2013; Gamlem, 2015; Vattøy & Smith, 2019).”
BackgroundResultInfluentialSelf-citationWritten 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
Vattøy, K.-D., Gamlem, S. M., Kobberstad, L. R., & Rogne, W. M. (2022) · Education Inquiry · doi:10.1080/20004508.2022.2122202 · Cited by 8
“There has been a move towards conceptualising feedback as a process (Carless & Winstone, 2020), which has highlighted the relevance of students’ active engagement in feedback processes (Gamlem & Smith, 2013; van der Kleij, Adie, & Cumming, 2019).”
Self-citationTveit, S., & Olsen, R. V. (2018) · Acta Didactica Norge · doi:10.5617/adno.6381 · Cited by 11
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
Yik, B. J., Schreurs, D. G., & Raker, J. R. (2023) · Journal of Chemical Education · doi:10.1021/acs.jchemed.3c00400 · Cited by 7
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 27
Self-citationAjibade, B. O., & Hayes, C. V. (2023) · Higher Education Skills and Work-based Learning · doi:10.1108/heswbl-09-2022-0188 · Cited by 7
Rego, C., & Montague, E. N. H. (2023) · JMIR Human Factors · doi:10.2196/49675 · Cited by 6
“Gamlem et al [15] state that users perceive feedback to be the most effective when it includes improvement-focused information that clarifies the next steps for learning.”
BackgroundSummativ 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 10
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
“In the first seminar, the participating teachers were introduced to theories of feedback dialogue (e.g., Gamlem & Smith, 2013; Hattie & Timperley, 2007) and principles such as feedback timing and content.”
BackgroundSelf-citationCookson, C. (2017) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2016.1236184 · Cited by 8
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
“Classroom assessment is often constructed as something teachers undertake, with limited consideration of student roles (Hargreaves, 2012; Gamlem & Smith, 2013; Van der Kleij et al., 2019).”
Background
Metadata
- Authors
- Gamlem, S. M., & Smith, K.
- Affiliations
- Volda University College (NO)
- University of Bergen (NO)
- Corresponding author
- Gamlem, Siv M.
- 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
- 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
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