The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Using video technology to enable student voice in assessment feedback
Abstract
Students’ voices have been remarkably absent in feedback research, yet research shows that the way students engage with feedback significantly impacts on its effect on learning. Feedback research has mainly focused on aspects of the feedback message between a sender and receiver, with little consideration of the positioning of students in this process. This article (a) provides an overview of the literature about feedback in education and the role of the student in these processes and (b) provides findings from a pilot project that explored the use of video technology as a self‐reflection tool for six teachers and six students to capture assessment interactions and give students a voice in feedback conversations. The pilot employed iPads to facilitate video‐aided self‐reflection on feedback practices. The results suggest that not only is video a powerful tool for teacher reflection on their feedback practices, it can also provide better understanding of the student perspective in feedback conversations. Importantly, involving students themselves in video‐stimulated recall of feedback conversations has the potential to contribute to students’ self‐reflection of their involvement in the feedback process, encouraging them to make their voices heard and participate in feedback as a dialogic practice.
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.
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?
In the citing paper
“This type of SR represents an effective qualitative method for educational researchers to gather implicit data and has been broadly practiced to investigate various teaching and learning occurrences, including teacher cognition, study strategies, and language learning (Meade and McMeniman, 1992;Van der Kleij et al., 2017;White et al., 2016;Sundberg et al., 2018;Martinelle, 2018;Cao et al., 2019;M”
From A systematic review of Stimulated Recall (SR) in educational research from 2012 to 2022 (2024) · cites this paper as Van der Kleij et al., 2017
In the citing paper
“This type of SR represents an effective qualitative method for educational researchers to gather implicit data and has been broadly practiced to investigate various teaching and learning occurrences, including teacher cognition, study strategies, and language learning (Meade and McMeniman, 1992;Van der Kleij et al., 2017;White et al., 2016;Sundberg et al., 2018;Martinelle, 2018;Cao et al., 2019;M”
From A systematic review of Stimulated Recall (SR) in educational research from 2012 to 2022 (2024) · cites this paper as Van der Kleij et al., 2017
In the citing paper
“Extensive empirical studies have shown that data acquired through SR can enhance the interpretability of single-outcome data, such as test results, and also produce more insightful information to evaluate and enhance strategies for improved learning outcomes for both instructors and students (Van der Kleij et al., 2017).”
From A systematic review of Stimulated Recall (SR) in educational research from 2012 to 2022 (2024) · cites this paper as Van der Kleij et al., 2017
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
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152
Nicol, D. J., & Macfarlane‐Dick, D. (2006) · Studies in Higher Education · doi:10.1080/03075070600572090 · Cited by 5,846
Shute, V. J. (2008) · Review of Educational Research · doi:10.3102/0034654307313795 · Cited by 4,631
Van der Kleij, F. M., Feskens, R. C. W., & Eggen, T. J. H. M. (2015) · Review of Educational Research · doi:10.3102/0034654314564881 · Cited by 714
Research works printed but not linked: 13
- 10.11120/beej.2014.00027 · DOI
- 10.1007/s10648-011-9191-6 · DOI · Paper page
- 10.1016/j.compedu.2011.08.025 · DOI
- 10.1111/bjet.12232 · DOI
- 10.1080/0969594X.2015.1021568 · DOI
- Hattie J., 2011, Handbook of research on learning and instruction, 249
- 10.1016/j.stueduc.2012.04.001 · DOI · Paper page
- 10.1080/09585176.2013.862172 · DOI
- 10.1080/0141192032000137349 · DOI · Paper page
- 10.1111/j.1467-873X.2006.00353.x · DOI
- 10.1016/j.edurev.2012.11.004 · DOI · Paper page
- 10.1111/j.1467-8535.2011.01234.x · DOI
- 10.3102/0002831214531322 · DOI
Cited by
A systematic review of Stimulated Recall (SR) in educational research from 2012 to 2022
Zhai, X., Chu, X., Wang, M., Tsai, C.-C., Liang, J.-C., & Spector, J. M. (2024) · Humanities and Social Sciences Communications · doi:10.1057/s41599-024-02987-6 · Cited by 47
Metadata
- Authors
- Van der Kleij, F., Adie, L., & Cumming, J.
- Venue
- British Journal of Educational Technology
- Publisher
- Wiley
- Published
- 2016-12-07
- Volume
- 48
- Issue
- 5
- Pages
- 1092-1105
- ISSN
- 0007-1013
- 1467-8535
- Cited by
- 34
- References
- 5
- Language
- en
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: Using video technology to enable student voice in assessment feedback. https://app.cochat.ai/papers/10.1111/bjet.12536
- The paper
- Van der Kleij, F., Adie, L., & Cumming, J. (2017). Using video technology to enable student voice in assessment feedback. British Journal of Educational Technology. https://doi.org/10.1111/bjet.12536
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.
