Cited by 549Student Assessment and FeedbackEvaluation of Teaching PracticesCommunication in Education and Healthcare

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Getting the Message Across: The problem of communicating assessment feedback

Higgins, Richard, Hartley, Peter, Skelton, Alan·2001·Teaching in Higher Education

DOI 10.1080/13562510120045230

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Abstract

Current literature provides useful insights into the role of assessment feedback in student learning, yet fails to recognise its complexity as a unique form of communication. This article outlines ideas emerging from ongoing research into the meaning and impact of assessment feedback for students in higher education. We argue that new models of communication are required to understand students' responses to the language of tutors' comments, and that issues of discourse, identity, power, control and social relationships should be central to any understanding of assessment feedback as a communication process. Implications of adopting an alternative perspective for research and practice are identified and discussed.

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Authors: Higgins, R., Hartley, P., & Skelton, A.
ORCID: Higgins, Richard
Venue: Teaching in Higher Education
Publisher: Informa UK Limited
Published: 2001-04
Volume: 6
Issue: 2
Pages: 269-274
ISSN: 1356-2517 (ISSN-L)
1470-1294
DOI: 10.1080/13562510120045230
OpenAlex: W1994469296
Cited by: 549
References: 6
Citations by year: 2026: 11 · 2025: 13 · 2024: 13 · 2023: 17 · 2022: 24 · 2021: 29 · 2020: 34 · 2019: 35 · 2018: 28 · 2017: 29 · 2016: 26 · 2015: 93 · 2014: 24 · 2013: 28 · 2012: 28
FWCI: 20.99
Type: journal article
Language: en
Open access: closed
Locations: Teaching in Higher Education (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: assessment feedback, feedback communication, student responses to feedback, discourse, student identity, university teaching

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Getting the Message Across: The problem of communicating assessment feedback

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