Skip to main content Accessibility help
×
Hostname: page-component-77c89778f8-fv566 Total loading time: 0 Render date: 2024-07-23T11:15:30.776Z Has data issue: false hasContentIssue false

5 - Methods in Feedback Research

from Part I - Theoretical Foundations

Published online by Cambridge University Press:  02 November 2018

Anastasiya A. Lipnevich
Affiliation:
Queens College and the Graduate Center, City University of New York
Jeffrey K. Smith
Affiliation:
University of Otago, New Zealand
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2018

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ajjawi, R., & Boud, D. (2017). Researching feedback dialogue: An interactional analysis approach. Assessment & Evaluation in Higher Education, 42(2), 252265.Google Scholar
Ashwell, T. (2000). Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method? Journal of Second Language Writing, 9(3), 227257.Google Scholar
Autoimmunity Research Foundation. (2012). Differences between in vitro, in vivo, and in silico studies. Retrieved from http://mpkb.org/home/patients/assessing_literature/in_vitro_studies.Google Scholar
Bailey, R., & Garner, M. (2010). Is the feedback in higher education assessment worth the paper it is written on? Teachers’ reflections on their practices. Teaching in Higher Education, 15(2), 187198.Google Scholar
Baker, S. E., & Edwards, R. (2012). How many qualitative interviews is enough? Expert voices and early career reflections on sampling and cases in qualitative research. Southampton, UK: National Centre for Research Methods. Retrieved from http://eprints.ncrm.ac.uk/2273/4/how_many_interviews.pdf.Google Scholar
Bandalos, D. L., & Finney, S. J. (2010). Factor analysis: Exploratory and confirmatory. In Hancock, G. R. & Mueller, R. O. (Eds.), The reviewer’s guide to quantitative methods in the social sciences (pp. 93114). New York: Routledge.Google Scholar
Bartholomew, K., Henderson, A. J. Z., & Marcia, J. E. (2000). Coded semistructured interviews in social psychological research. In Reis, H. T. & Judd, C. M. (Eds.), Handbook of research methods in social and personality psychology (pp. 286312). Cambridge: Cambridge University Press.Google Scholar
Bayerlein, L. (2014). Students’ feedback preferences: How do students react to timely and automatically generated assessment feedback? Assessment & Evaluation in Higher Education, 39(8), 916931.Google Scholar
Bevan, R., Badge, J., Cann, A., Willmott, C., & Scott, J. (2008). Seeing eye-to-eye? Staff and student views on feedback. Bioscience Education, 12(1), 115.Google Scholar
Björklund Boistrup, L. (2010). Assessment discourse in mathematics classrooms: A multimodal social semiotic study. PhD dissertation, Stockholm University.Google Scholar
Brannen, J. (Ed.). (1992). Mixing methods: Qualitative and quantitative research. Aldershot, UK: Avebury Ashgate Publishing.Google Scholar
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77101.Google Scholar
Brenner, M. E. (2006). Interviewing in educational research. In Green, J. L., Camilli, G., & Elmore, P. B. (Eds.), Handbook of complementary methods in education research (pp. 357370). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Brewer, J., & Hunter, A. (1989). Multimethod research: A synthesis of styles. Newbury Park, CA: SAGE.Google Scholar
Brown, G. T. L. (2016). The qualitative secret within quantitative research: It’s not just about numbers. In McDermott, C. J. & Kožuh, B. (Eds.), Modern approaches in social and educational research (pp. 3342). Los Angeles, CA: Antioch University.Google Scholar
Brown, G. T. L., Harris, L. R., & Harnett, J. (2012). Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student well-being. Teaching and Teacher Education, 28(7), 968978.Google Scholar
Brown, G. T. L., Harris, L. R., O’Quin, C., & Lane, K. E. (2017). Using multi-group confirmatory factor analysis to evaluate cross-cultural research: Identifying and understanding non-invariance. International Journal of Research & Method in Education, 40(1), 6690.Google Scholar
Brown, G. T. L., Irving, S. E., & Peterson, E. R. (2009, August). The more I enjoy it the less I achieve: The negative impact of socio-emotional purposes of assessment and feedback on academic performance. Paper presented at biennial conference of the European Association for Research in Learning and Instruction, Amsterdam.Google Scholar
Brown, G. T. L., Peterson, E. R., & Yao, E. (2016). Student conceptions of feedback: Impact on self-regulation, self-efficacy, and academic achievement. British Journal of Educational Psychology, 86(4), 606629.Google Scholar
Bruno, I., & Santos, L. (2010). Written comments as a form of feedback. Studies in Educational Evaluation, 36(3), 111120.Google Scholar
Burnett, P. C. (2002). Teacher praise and feedback and students’ perceptions of the classroom environment. Educational Psychology, 22(1), 516.CrossRefGoogle Scholar
Burnett, P. C., & Mandel, V. (2010). Praise and feedback in the primary classroom: Teachers’ and students’ perspectives. Australian Journal of Educational & Developmental Psychology, 10, 145154.Google Scholar
Butler, A. C., Godbole, N., & Marsh, E. J. (2013). Explanation feedback is better than correct answer feedback for promoting transfer of learning. Journal of Educational Psychology, 105(2), 290298.Google Scholar
Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Chicago, IL: Rand McNally.Google Scholar
Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219233.Google Scholar
Chase, J. A., & Houmanfar, R. (2009). The differential effects of elaborate feedback and basic feedback on student performance in a modified, personalized system of instruction course. Journal of Behavioral Education, 18(3), 245265.CrossRefGoogle Scholar
Chi, M. T. H. (1996). Constructing self-explanations and scaffolded explanations in tutoring. Applied Cognitive Psychology, 10, 3349.Google Scholar
Cho, K., & MacArthur, C. (2010). Student revision with peer and expert reviewing. Learning and Instruction, 20(4), 328338.Google Scholar
Corbalan, G., Kester, L., & van Merriënboer, J. G. (2009). Dynamic task selection: Effects of feedback and learner control on efficiency and motivation. Learning and Instruction, 19(6), 455465.Google Scholar
Crocker, L. (2006). Introduction to measurement theory. In Green, J. L., Camilli, G., & Elmore, P. B. (Eds.), Handbook of complementary methods in education research (pp. 371384). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
de Leeuw, E. (2008). Self-administered questionnaires and standardized interviews. In Alasuutari, P., Bickman, L., & Brannen, J. (Eds.), The SAGE handbook of social research methods (pp. 313327). London: SAGE.CrossRefGoogle Scholar
Dempsey, N. P. (2010). Stimulated recall interviews in ethnography. Qualitative Sociology, 33(3), 349367.Google Scholar
Earp, B. D., & Trafimow, D. (2015). Replication, falsification, and the crisis of confidence in social psychology. Frontiers in Psychology, 6(621).Google Scholar
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107115.CrossRefGoogle ScholarPubMed
Ericsson, K. A., & Simon, H. A. (1980). Verbal reports as data. Psychological Review, 87(3), 215251.Google Scholar
Field, A. (2016). An adventure in statistics: The reality enigma. London: Sage.Google Scholar
Flores, M. A., Veiga Simão, A. M., Barros, A., & Pereira, D. (2015). Perceptions of effectiveness, fairness and feedback of assessment methods: A study in higher education. Studies in Higher Education, 40(9), 15231534.Google Scholar
Furneaux, C., Paran, A., & Fairfax, B. (2007). Teacher stance as reflected in feedback on student writing: An empirical study of secondary school teachers in five countries. IRAL – International Review of Applied Linguistics in Language Teaching, 45(1), 6994.Google Scholar
Gamlem, S. M., & Smith, K. (2013). Student perceptions of classroom feedback. Assessment in Education: Principles, Policy and Practice, 20(2), 150169.Google Scholar
Gan, M. J. S., & Hattie, J. (2014). Prompting secondary students’ use of criteria, feedback specificity and feedback levels during an investigative task. Instructional Science, 42(6), 861878.Google Scholar
Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010). Improving the effectiveness of peer feedback for learning. Learning and Instruction, 20(4), 304315.Google Scholar
Groenewald, T. (2004). A phenomenological research design illustrated. International Journal of Qualitative Methods, 3(1), 126.Google Scholar
Guénette, D. (2007). Is feedback pedagogically correct? Research design issues in studies of feedback on writing. Journal of Second Language Writing, 16, 4053.Google Scholar
Hamer, J., Purchase, H., Luxton-Reilly, A., & Denny, P. (2015). A comparison of peer and tutor feedback. Assessment & Evaluation in Higher Education, 40(1), 151164.CrossRefGoogle Scholar
Handley, K., Price, M., & Millar, J. (2011). Beyond “doing time”: Investigating the concept of student engagement with feedback. Oxford Review of Education, 37(4), 543560.Google Scholar
Harber, K. D., Gorman, J. L., Gengaro, F. P., Butisingh, S., Tsang, W., & Ouellete, R. (2012). Students’ race and teachers’ social support affect the positive feedback bias in public schools. Journal of Educational Psychology, 104(4), 11491161.Google Scholar
Hargreaves, E. (2013). Inquiring into children’s experiences of teacher feedback: Reconceptualising assessment for learning. Oxford Review of Education, 39(2), 229246.Google Scholar
Harks, B., Rakoczy, K., Hattie, J., Besser, M., & Klieme, E. (2014). The effects of feedback on achievement, interest and self-evaluation: The role of feedback’s perceived usefulness. Educational Psychology, 34(3), 269290.Google Scholar
Harper, A., & Brown, G. T. L. (2017). Students’ use of online feedback in a first year tertiary biology course. Assessment Matters, 11, 99121.Google Scholar
Harris, L. R. (2011). Phenomenographic perspectives on the structure of conceptions: The origins, purposes, strengths, and limitations of the what/how and referential/structural frameworks. Educational Research Review, 6(2), 109124.Google Scholar
Harris, L. R., & Brown, G. T. L. (2010). Mixing interview and questionnaire methods: Practical problems in aligning data. Practical Assessment, Research & Evaluation, 15(1). Retrieved from http://pareonline.net/pdf/v15n11.pdf.Google Scholar
Harris, L. R., & Brown, G. T. L. (2013). Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers’ implementation. Teaching and Teacher Education, 36, 101111.Google Scholar
Harris, L. R., & Brown, G. T. L. (2016, April). “Everything you do is giving them feedback”: A phenomenographic study of teacher conceptions of feedback. Paper presented at the American Educational Research Association annual meeting, Washington, DC.Google Scholar
Harris, L. R., Harnett, J. A., & Brown, G. T. L. (2009). “Drawing” out student conceptions: Using pupils’ pictures to examine their conceptions of assessment. In McInerney, D. M., Brown, G. T. L., & Liem, G. A. D. (Eds.), Student perspectives on assessment: What students can tell us about assessment for learning (pp. 321330). Charlotte, NC: Information Age Publishing.Google Scholar
Harris, L. R., Brown, G. T. L., & Harnett, J. (2014a). Analysis of New Zealand primary and secondary student peer- and self-assessment comments: Applying Hattie & Timperley’s feedback model. Assessment in Education: Principles, Policy and Practice, 22(2), 265281.Google Scholar
Harris, L. R., Brown, G. T. L., & Harnett, J. (2014b). Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses. Educational Assessment, Evaluation and Accountability, 26(2), 107133.Google Scholar
Harris, L. R., Harnett, J., & Brown, G. T. L. (2013, April). Exploring the content of teachers’ feedback: What are teachers actually providing to students? Paper presented at the annual conference of the American Educational Research Association, San Francisco, CA.Google Scholar
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81112.Google Scholar
Higgins, R., Hartley, P., & Skelton, A. (2002). The conscientious consumer: Reconsidering the role of assessment feedback in student learning. Studies in Higher Education, 27(1), 5364.Google Scholar
Hofferth, S. L., Moran, E. F., Entwistle, B., Aber, J. L., Brady, H. E., Conley, D., … & Hubacek, K. (2017). Introduction: History and motivation. Annals of the American Academy of Political and Social Science, 669(1), 617.Google Scholar
Hoyle, R. H. (1995). The structural equation modeling approach: Basic concepts and fundamental issues. In Hoyle, R. H. (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 115). Thousand Oaks, CA: Sage.Google Scholar
Hunter, J. E. (2001). The desperate need for replications. Journal of Consumer Research, 28(1), 149158.Google Scholar
Hyland, F. (2003). Focusing on form: Student engagement with teacher feedback. System, 31(2), 217230.Google Scholar
Hyland, F., & Hyland, K. (2001). Sugaring the pill: Praise and criticism in written feedback. Journal of Second Language Writing, 10(3), 185212.Google Scholar
Irving, S. E., Harris, L. R., & Peterson, E. R. (2011). “One assessment doesn’t serve all the purposes” or does it?: New Zealand teachers describe assessment and feedback. Asia-Pacific Education Review, 12(3), 413426.Google Scholar
Irving, S. E., Petersen, E. R., & Brown, G. T. L. (2007, August). Student conceptions of feedback: A study of New Zealand secondary students. Paper presented at the biannual conference of the European Association for Research in Learning and Instruction (EARLI), Budapest, Hungary.Google Scholar
Irving, S. E., Peterson, E. R., & Brown, G. T. L. (2008, July). Feedback and academic achievement: The relationship between students’ conceptions of feedback and achievement. Paper presented at the sixth biennial conference of the International Test Commission, Liverpool, UK.Google Scholar
Jodaie, M., Farrokhi, F., & Zoghi, M. (2011). A comparative study of EFL teachers’ and intermediate high school students’ perceptions of written corrective feedback on grammatical errors. English Language Teaching, 4(4), 3648.Google Scholar
Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 1426.Google Scholar
Kawulich, B. B. (2005). Participant observation as a data collection method. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 6(2). Retrieved from www.qualitative-research.net/index.php/fqs/article/view/466/996.Google Scholar
Kember, D., Leung, D. Y. P., & Kwan, K. P. (2002). Does the use of student feedback questionnaires improve the overall quality of teaching? Assessment & Evaluation in Higher Education, 27(5), 411425.Google Scholar
Kerssen-Griep, J., & Witt, P. L. (2012). Instructional feedback II: How do instructor immediacy cues and facework tactics interact to predict student motivation and fairness perceptions? Communication Studies, 63(4), 498517.Google Scholar
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254284.Google Scholar
Kim, S.-I., Lee, M.-J., Chung, Y., & Bong, M. (2010). Comparison of brain activation during norm-referenced versus criterion-referenced feedback: The role of perceived competence and performance-approach goals. Contemporary Educational Psychology, 35(2), 141152.Google Scholar
Kitzinger, J. (1994). The methodology of focus groups: The importance of interaction between research participants. Sociology of Health & Illness, 16(1), 103121.Google Scholar
Kuusela, H., & Paul, P. (2000). A comparison of concurrent and retrospective verbal protocol analysis. American Journal of Psychology, 113(3), 387404.Google Scholar
Kvale, S. (2002, March 7–9). Dialogue as oppression and interview research. Paper presented at the Nordic Educational Research Association Conference Tallinn, Estonia. Retrieved from http://bit.ly/2mROjhH.Google Scholar
Lee, I. (2007). Feedback in Hong Kong secondary writing classrooms: Assessment for learning or assessment of learning? Assessing Writing, 12(3), 180198.Google Scholar
Li, J., & Barnard, R. (2011). Academic tutors’ beliefs about and practices of giving feedback on students’ written assignments: A New Zealand case study. Assessing Writing, 16(2), 137148.Google Scholar
Lindsay, D. S. (2015). Replication in psychological science. Psychological Science, 26(12), 18271832.Google Scholar
Lipnevich, A. A., & Smith, J. (2009a). “I really need feedback to learn”: Students’ perspectives on the effectiveness of the differential feedback messages. Educational Assessment, Evaluation and Accountability, 21(4), 347367.Google Scholar
Lipnevich, A. A., & Smith, J. K. (2009b). Effects of differential feedback on students’ examination performance. Journal of Experimental Psychology: Applied, 15(4), 319333.Google Scholar
Lipnevich, A. A., Berg, D. A. G., & Smith, J. K. (2016). Toward a model of student response to feedback. In Brown, G. T. L. & Harris, L. R. (Eds.), The handbook of human and social conditions in assessment (pp. 169185). New York: Routledge.Google Scholar
Lizzio, A., & Wilson, K. (2008). Feedback on assessment: Students’ perceptions of quality and effectiveness. Assessment & Evaluation in Higher Education, 33(3), 263275.Google Scholar
Maier, U. (2010). Accountability policies and teachers’ acceptance and usage of school performance feedback: A comparative study. School Effectiveness & School Improvement, 21(2), 145165.Google Scholar
Makel, M. C., Plucker, J. A., & Hegarty, B. (2012). Replications in psychology research. Perspectives on Psychological Science, 7(6), 537542.Google Scholar
Marsh, H. W., Hau, K.-T., Balla, J. R., & Grayson, D. (1998). Is more ever too much? The number of indicators per factor in confirmatory factor analysis. Multivariate Behavioral Research, 33(2), 181220.Google Scholar
Marton, F. (1981). Phenomenography: Describing conceptions of the world around us. Instructional Science, 10, 177220.Google Scholar
Matsumura, L. C., Patthey-Chavez, G. G., Valdes, R., & Garnier, H. (2002). Teacher feedback, writing assignment quality, and third-grade students’ revision in lower- and higher-achieving urban schools. Elementary School Journal, 103(1), 325.Google Scholar
Mayring, P. (2000). Qualitative content analysis. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 1(2). Retrieved from www.qualitative-research.net/index.php/fqs/article/view/1089/2385.Google Scholar
McLean, A. J., Bond, C. H., & Nicholson, H. D. (2015). An anatomy of feedback: A phenomenographic investigation of undergraduate students’ conceptions of feedback. Studies in Higher Education, 40(5), 921932.Google Scholar
Morgan, D. L. (1997). Focus groups as qualitative research (2nd edn.). Thousand Oaks, CA: SAGE.Google Scholar
Narciss, S., Sosnovsky, S., Schnaubert, L., Andrès, E., Eichelmann, A., Goguadze, G., & Melis, E. (2014). Exploring feedback and student characteristics relevant for personalizing feedback strategies. Computers & Education, 71, 5676.Google Scholar
National Research Council. (2002). Scientific research in education. Washington, DC: National Academy Press.Google Scholar
Nelson, M. M., & Schunn, C. D. (2009). The nature of feedback: How different types of peer feedback affect writing performance. Instructional Science, 37(4), 375401.Google Scholar
Nesbit, P. L., & Burton, S. (2006). Student justice perceptions following assignment feedback. Assessment & Evaluation in Higher Education, 31(6), 655670.Google Scholar
Neuliep, J. W. (1990). Editorial bias against replication researchJournal of Social Behavior and Personality5(4), 85.Google Scholar
NIST/SEMATECH. (2003). e-Handbook of statistical methods. Retrieved from www.itl.nist.gov/div898/handbook.Google Scholar
Orsmond, P., & Merry, S. (2011). Feedback alignment: Effective and ineffective links between tutors’ and students’ understanding of coursework feedback. Assessment & Evaluation in Higher Education, 36(2), 125136.Google Scholar
Parr, J. M., & Timperley, H. S. (2010). Feedback to writing, assessment for teaching and learning and student progress. Assessing Writing, 15, 6885.Google Scholar
Pekrun, R., Cusack, A., Murayama, K., Elliot, A. J., & Thomas, K. (2014). The power of anticipated feedback: Effects on students’ achievement goals and achievement emotions. Learning and Instruction, 29, 115124.Google Scholar
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91105.Google Scholar
Peterson, E. R., & Irving, S. E. (2008). Secondary school students’ conceptions of assessment and feedback. Learning and Instruction, 18(3), 238250.Google Scholar
Pond, K., & Ul-Haq, R. (1997). Learning to assess students using peer review. Studies in Educational Evaluation, 23(4), 331348.Google Scholar
Poulos, A., & Mahony, M. J. (2008). Effectiveness of feedback: The students’ perspective. Assessment & Evaluation in Higher Education, 33(2), 143154.Google Scholar
Price, M., Handley, K., Millar, J., & O’Donovan, B. (2010). Feedback: All that effort, but what is the effect? Assessment & Evaluation in Higher Education, 35(3), 277289.CrossRefGoogle Scholar
Rabiee, F. (2004). Focus group interview and data analysis. Proceedings of the Nutrition Society, 63(4), 655660.Google Scholar
Rakoczy, K., Harks, B., Klieme, E., Blum, W., & Hochweber, J. (2013). Written feedback in mathematics: Mediated by students’ perception, moderated by goal orientation. Learning and Instruction, 27, 6373.Google Scholar
Raosoft. (2017). Sample size calculator. Retrieved from www.raosoft.com/samplesize.html.Google Scholar
Richardson, J. T. E. (2005). Instruments for obtaining student feedback: A review of the literature. Assessment & Evaluation in Higher Education, 30(4), 387415.Google Scholar
Robinson, S., Pope, D., & Holyoak, L. (2013). Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students. Assessment & Evaluation in Higher Education, 38(3), 260272.Google Scholar
Ruiz-Primo, M. A., & Li, M. (2013). Analyzing teachers’ feedback practices in response to students’ work in science classrooms. Applied Measurement in Education, 26(3), 163175.Google Scholar
Schildkamp, K., & Visscher, A. (2010). The use of performance feedback in school improvement in Louisiana. Teaching and Teacher Education, 26, 13891403.Google Scholar
Sendziuk, P. (2010). Sink or swim? Improving student learning through feedback and self-assessment. International Journal of Teaching and Learning in Higher Education, 22(3), 320330.Google Scholar
Shadish, W. R., & Luellen, J. K. (2006). Quasi-experimental design. In Green, J. L., Camilli, G., & Elmore, P. B. (Eds.), Handbook of complementary methods in education research (pp. 539550). Mahwah, NJ: LEA.Google Scholar
Sijtsma, K. (2009). On the use, the misuse, and the very limited usefulness of Cronbach’s alpha. Psychometrika, 74(1), 107120.Google Scholar
Simons, D. J. (2014). The value of direct replication. Perspectives on Psychological Science, 9(1), 7680.CrossRefGoogle ScholarPubMed
Smith, J. K., Smith, L. F., & Smith, B. K. (2017). The reproducibility crisis in psychology: Attack of the clones or phantom menace? In Makel, M. C. & Plucker, J. A. (Eds.), Toward a more perfect psychology: Improving trust, accuracy, and transparency in research (pp. 273287). Washington, DC: American Psychological Association.CrossRefGoogle Scholar
Smith, M. L. (2006). Multiple methodology in education research. In Green, J. L., Camilli, G., & Elmore, P. B. (Eds.), Handbook of complementary methods in education research (pp. 457475). Mahwah, NJ: LEA.Google Scholar
Stemler, S. E. (2004). A comparison of consensus, consistency, and measurement approaches to estimating interrater reliability. Practical Assessment, Research & Evaluation, 9(4). Retrieved from http://tinyurl.com/m7grwph.Google Scholar
Strijbos, J.-W., Narciss, S., & Dünnebier, K. (2010). Peer feedback content and sender’s competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency? Learning and Instruction, 20(4), 291303.Google Scholar
Tang, J., & Harrison, C. (2011). Investigating university tutor perceptions of assessment feedback: Three types of tutor beliefs. Assessment & Evaluation in Higher Education, 36(5), 583604.Google Scholar
Teo, T., & Fan, X. (2013). Coefficient alpha and beyond: Issues and alternatives for educational research. Asia-Pacific Education Researcher, 22(2), 209213.Google Scholar
Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237246.Google Scholar
Tjeerdsma, B. L. (1997). Comparison of teacher and student perspectives of tasks and feedback. Journal of Teaching in Physical Education, 16(4), 388400.Google Scholar
Tseng, S.-C., & Tsai, C.-C. (2007). On-line peer assessment and the role of the peer feedback: A study of high school computer course. Computers & Education, 49(4), 11611174.CrossRefGoogle Scholar
Tunstall, P., & Gipps, C. (1996a). “How does your teacher help you to make your work better?” Children’s understanding of formative assessment. Curriculum Journal, 7(2), 185203.Google Scholar
Tunstall, P., & Gipps, C. (1996b). Teacher feedback to young children in formative assessment: A typology. British Educational Research Journal, 22(4), 389404.Google Scholar
Van der Kleij, F., Adie, L., & Cumming, J. (2016). Using video technology to enable student voice in assessment feedback. British Journal of Educational Technology. Advanced online publication. doi:10.1111/bjet.12536.Google Scholar
Voerman, L., Meijer, P. C., Korthagen, F. A. J., & Simons, R. J. (2012). Types and frequencies of feedback interventions in classroom interaction in secondary education. Teaching and Teacher Education, 28(8), 11071115.Google Scholar
Vollmeyer, R., & Rheinberg, F. (2005). A surprising effect of feedback on learning. Learning and Instruction, 15(6), 589602.Google Scholar
Vul, E., Harris, C., Winkielman, P., & Pashler, H. (2009). Puzzlingly high correlations in fMRI studies of emotion, personality, and social cognition. Perspectives on Psychological Science, 4(3), 274290.Google Scholar
Weaver, M. R. (2006). Do students value feedback? Student perceptions of tutors’ written responses. Assessment & Evaluation in Higher Education, 31(3), 379394.Google Scholar
Webb, E. J., Campbell, D. T., Schwartz, R. D., Sechrest, L., & Grove, J. B. (1981). Nonreactive Measures in the Social Sciences (2nd edn.). Boston: Houghton Mifflin.Google Scholar
Werner, O., & Campbell, D. T. (1973). Translating, working through interpreters, and the problem of decentering. In Naroll, R. & Cohen, R. (Eds.), A handbook of method in cultural anthropology (pp. 398420). New York: Columbia University Press.Google Scholar
Yin, R. K. (2006). Case study methods. In Green, J., Camilli, G., & Elmore, P. (Eds.), Handbook of complementary methods in education research (pp. 111122). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Zumbo, B. D. (2015). Consequences, side effects and the ecology of testing: Keys to considering assessment in vivo. Paper presented at the plenary address to the 2015 annual conference of the Association for Educational Assessment – Europe, Glasgow, Scotland.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×