The DOI matches its Crossref record; 46 of the 46 references it cites were found in a registry or an index.
Feeding forward: using feedback to promote student reflection and learning – a teaching model
Abstract
Engaging in reflection is a vital part of learning for university students and its practice should be embedded in course design. Feedback on written work can be used as a vehicle for reflection. Both the gift and receipt of feedback and the habit of reflection require practice and capturing this experiential learning can be achieved in a class environment. This paper outlines how reflection on written feedback may be used formatively by teachers in a university context. The paper reports on the use of a simple tool, a self‐copying sheet, given to management undergraduates on the return of coursework, which engages students and captures their reflection on their feedback. The teaching model presented outlines an approach to reflective learning that recognises the need for students to engage with feedback in the classroom, to reflect on it and to feed forward to the next assessment, thus completing the learning cycle.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Content Analysis: An Introduction to its Methodology.
Shelley, M., & Krippendorff, K. (1984) · Journal of the American Statistical Association · doi:10.2307/2288384 · Cited by 24,312
Content Analysis: An Introduction to Its Methodology
Krippendorff, K. (2019) · doi:10.4135/9781071878781 · Cited by 15,448
(2014) · The Reflective Practitioner in Professional Education · doi:10.1057/9781137399595.0007 · Cited by 8,325
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · cited 3×
“Formative assessment should provide students with the tools to enable them to improve their performance, but the quality of the formative feedback is critical (Black & Wiliam, 1998 ).”
BackgroundNicol, D. J., & Macfarlane‐Dick, D. (2006) · Studies in Higher Education · doi:10.1080/03075070600572090 · Cited by 5,846
Van Dijk, T. A. (2015) · The Handbook of Discourse Analysis · doi:10.1002/9781118584194.ch22 · Cited by 5,485
Formative assessment and the design of instructional systems
Sadler, D. R. (1989) · Instructional Science · doi:10.1007/bf00117714 · Cited by 4,285
(1985) · Medical Entomology and Zoology · Cited by 3,952
Gunderman, R. B. (2011) · Achieving Excellence in Medical Education · doi:10.1007/978-0-85729-307-7_10 · Cited by 2,892
Fairclough, N. (2015) · The Routledge Handbook of Discourse Analysis · doi:10.4324/9780203809068.ch1 · Cited by 1,720
Cited by
Making Sense of Assessment Feedback in Higher Education
Evans, C. (2013) · Review of Educational Research · doi:10.3102/0034654312474350 · Cited by 1,143
Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017) · Educational Psychologist · doi:10.1080/00461520.2016.1207538 · Cited by 884
A collaborative learning approach to dialogic peer feedback: a theoretical framework
Er, E., Dimitriadis, Y., & Gašević, D. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1786497 · Cited by 133
Quality of Feedback in Higher Education: A Review of Literature
Haughney, K., Wakeman, S., & Hart, L. (2020) · Education Sciences · doi:10.3390/educsci10030060 · Cited by 104
Uribe, S. N., & Vaughan, M. (2017) · Distance Education · doi:10.1080/01587919.2017.1369005 · Cited by 58
Metadata
- Authors
- Quinton, S., & Smallbone, T.
- Venue
- Innovations in Education and Teaching International
- Publisher
- Informa UK Limited
- Published
- 2010-02
- Volume
- 47
- Issue
- 1
- Pages
- 125-135
- ISSN
- 1470-3297 (ISSN-L)
- 1470-3300
- OpenAlex
- W2171566766
- Cited by
- 367
- References
- 46
- FWCI
- 41.69
- Type
- journal article
- Language
- en
- Open access
- closed
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
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Feeding forward: using feedback to promote student reflection and learning – a teaching model. https://app.cochat.ai/papers/10.1080/14703290903525911
- The paper
- Quinton, S., & Smallbone, T. (2010). Feeding forward: using feedback to promote student reflection and learning – a teaching model. Innovations in Education and Teaching International. https://doi.org/10.1080/14703290903525911
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
