Pub Date : 2024-09-03DOI: 10.1080/02602938.2024.2388699
Juuso Henrik Nieminen, Mollie Dollinger, Rachel Finneran
Higher education aims to educate diverse professionals to operate in an increasingly complex world. Yet, academic assessment practices still rely upon standardisation, namely, that all students sho...
{"title":"‘There was very little room for me to be me’: the lived tensions between assessment standardisation and student diversity","authors":"Juuso Henrik Nieminen, Mollie Dollinger, Rachel Finneran","doi":"10.1080/02602938.2024.2388699","DOIUrl":"https://doi.org/10.1080/02602938.2024.2388699","url":null,"abstract":"Higher education aims to educate diverse professionals to operate in an increasingly complex world. Yet, academic assessment practices still rely upon standardisation, namely, that all students sho...","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"8 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142191779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-22DOI: 10.1080/02602938.2024.2390933
Sarah E. Rose, Louise Taylor, Siân E. Jones
Engaging with feedback has been widely shown to support learning, but levels of engagement with feedback among individual students varies considerably. This study assessed educational identities to...
{"title":"Perceptions of feedback and engagement with feedback among undergraduates: an educational identities approach","authors":"Sarah E. Rose, Louise Taylor, Siân E. Jones","doi":"10.1080/02602938.2024.2390933","DOIUrl":"https://doi.org/10.1080/02602938.2024.2390933","url":null,"abstract":"Engaging with feedback has been widely shown to support learning, but levels of engagement with feedback among individual students varies considerably. This study assessed educational identities to...","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"130 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142191778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-04DOI: 10.1080/02602938.2024.2381227
Zhengdong Gan, Wei Wei, Guoxing Yu
While the term feedback engagement has become a buzzword in higher education, the constructs of feedback engagement have remained inadequately investigated, and research on the conceptualization an...
{"title":"Feedback engagement as a multidimensional construct: a validation study","authors":"Zhengdong Gan, Wei Wei, Guoxing Yu","doi":"10.1080/02602938.2024.2381227","DOIUrl":"https://doi.org/10.1080/02602938.2024.2381227","url":null,"abstract":"While the term feedback engagement has become a buzzword in higher education, the constructs of feedback engagement have remained inadequately investigated, and research on the conceptualization an...","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"4 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141936997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-21DOI: 10.1080/02602938.2024.2374485
Angela Choi Fung Tam
Research consistently shows the importance of teacher and peer feedback in enabling students to generate internal feedback for improved learning. However, the utilisation of Generative Pre-Trained ...
研究一致表明，教师和同伴的反馈对学生产生内部反馈以改进学习非常重要。然而，利用生成式预培训 ...
{"title":"Interacting with ChatGPT for internal feedback and factors affecting feedback quality","authors":"Angela Choi Fung Tam","doi":"10.1080/02602938.2024.2374485","DOIUrl":"https://doi.org/10.1080/02602938.2024.2374485","url":null,"abstract":"Research consistently shows the importance of teacher and peer feedback in enabling students to generate internal feedback for improved learning. However, the utilisation of Generative Pre-Trained ...","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"84 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141784720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-21DOI: 10.1080/02602938.2024.2378336
Jennifer Schluer, Annika Brück-Hübner
Feedback is a key factor for learning success and has therefore been widely studied in higher education. As feedback is a highly contextualized practice serving various learner needs, researchers h...
{"title":"Diversity of pedagogical feedback designs: results from a scoping review of feedback research in higher education","authors":"Jennifer Schluer, Annika Brück-Hübner","doi":"10.1080/02602938.2024.2378336","DOIUrl":"https://doi.org/10.1080/02602938.2024.2378336","url":null,"abstract":"Feedback is a key factor for learning success and has therefore been widely studied in higher education. As feedback is a highly contextualized practice serving various learner needs, researchers h...","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"25 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141784800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-08DOI: 10.1080/02602938.2024.2373792
Kurt Coppens, Lynn Van den Broeck, Naomi Winstone, Greet Langie
When students enter university, they become increasingly accountable for their own learning. Feedback and self-reflection processes are an important part of this. Therefore, the primary aim of this...
{"title":"A mixed method approach to exploring feedback literacy through student self-reflection","authors":"Kurt Coppens, Lynn Van den Broeck, Naomi Winstone, Greet Langie","doi":"10.1080/02602938.2024.2373792","DOIUrl":"https://doi.org/10.1080/02602938.2024.2373792","url":null,"abstract":"When students enter university, they become increasingly accountable for their own learning. Feedback and self-reflection processes are an important part of this. Therefore, the primary aim of this...","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"52 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141584851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-08DOI: 10.1080/02602938.2024.2364026
Gillian Houston, Ingrid Lunt
In recent decades the doctorate and its purposes have undergone fundamental change. The scholarly model has evolved from one of ‘apprentice’ to independent, supported learner and the doctoral train...
{"title":"The final examination of the UK PhD: fit for purpose?","authors":"Gillian Houston, Ingrid Lunt","doi":"10.1080/02602938.2024.2364026","DOIUrl":"https://doi.org/10.1080/02602938.2024.2364026","url":null,"abstract":"In recent decades the doctorate and its purposes have undergone fundamental change. The scholarly model has evolved from one of ‘apprentice’ to independent, supported learner and the doctoral train...","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"26 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141584740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-08DOI: 10.1080/02602938.2024.2373799
David Playfoot, Ruth Horry, Aimee E. Pink
Although teachers spend a lot of time striving to provide high-quality feedback, students do not always act upon it and may rate it as unhelpful. The current study attempted to determine the charac...
{"title":"What’s the use of being nice? Characteristics of feedback comments that students intend to use in improving their work","authors":"David Playfoot, Ruth Horry, Aimee E. Pink","doi":"10.1080/02602938.2024.2373799","DOIUrl":"https://doi.org/10.1080/02602938.2024.2373799","url":null,"abstract":"Although teachers spend a lot of time striving to provide high-quality feedback, students do not always act upon it and may rate it as unhelpful. The current study attempted to determine the charac...","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"64 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141584842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-04DOI: 10.1080/02602938.2024.2363328
Angela Choi Fung Tam
Although peer feedback is highly valued in the feedback process, the specific contribution of feedback providers in this process remains unclear. In this qualitative multiple-case study, the primar...
{"title":"Feedback providers’ contributions of and benefits from engaging in online peer micro-teaching feedback practices","authors":"Angela Choi Fung Tam","doi":"10.1080/02602938.2024.2363328","DOIUrl":"https://doi.org/10.1080/02602938.2024.2363328","url":null,"abstract":"Although peer feedback is highly valued in the feedback process, the specific contribution of feedback providers in this process remains unclear. In this qualitative multiple-case study, the primar...","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"24 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141611577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-27DOI: 10.1080/02602938.2024.2367587
Mustafa Tepgec, Joana Heil, Dirk Ifenthaler
Despite the widespread implementation of learning analytics (LA)-based feedback systems, there exists a gap in empirical investigations regarding their influence on learning outcomes. Moreover, exi...
{"title":"Feedback literacy matters: unlocking the potential of learning analytics-based feedback","authors":"Mustafa Tepgec, Joana Heil, Dirk Ifenthaler","doi":"10.1080/02602938.2024.2367587","DOIUrl":"https://doi.org/10.1080/02602938.2024.2367587","url":null,"abstract":"Despite the widespread implementation of learning analytics (LA)-based feedback systems, there exists a gap in empirical investigations regarding their influence on learning outcomes. Moreover, exi...","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"32 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141611595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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