Articles and Papers
BAUGHAN, P. (2020) On Your Marks - Learner-Focused Feedback Practices and Feedback Literacy, AdvanceHE, York.
BAUGHAN, P. (2021) Assessment and Feedback in Law - Case Studies from the Sector, AdvanceHE, York.
BROOKHART, S. (2008) How to Give Effective Feedback to Your Students, ASCD, USA.
BOUD, D. (2022) Reimaging the Student Experience - A New Focus for Assessment, SEDA 22.
EVANS, C. (2016) Enhancing Assessment Feedback in Higher Education - The EAT Framework.
FEEDBACKFRUIT (2021) Feedback for Learning - A Comprehensive Guide.
HEA (2012) A Marked Improvement - Transforming Assessment in Higher Education, HEA, York.
HEA (2013) HEA Feedback Toolkit, HEA, York.
JACKEL, B., PEARCE, J. RADLOFF, A. AND EDWARDS, D. (2017) Assessment and Feedback in Higher Education - A Review of Literature for the Higher Education Academy, HEA, York.
JISC (2020) The Future of Assessment - Five Principles, Five Targets for 2025, JISC, Bristol.
JISC (2022) Principles of Good Assessment and Feedback - Self-Assessment Template, JISC, Bristol.
NORTON, S. AND STEPHENSON, V. (2024) Enhancing Assessment and Feedback - A Case Study Compendium, AdvanceHE, York.
WINSTONE, N. AND HASH, R. (2016) The Developing Engagement with Feedback Toolkit, AdvanceHE, York.
UNIVERSITY OF LANCASTER (2021) Strategies for Effective Feedback, University of Lancashire, Preston, UK.
Weblinks
JISC (2022) Principles of Good Assessment and Feedback.
Identify what good assessment and feedback look like in your context to benchmark existing practices and plan improvements.
Indicative Journal Articles
BOUD, D. AND DAWSON. P. (2021) What feedback literate teachers do: an empirically-derived competency framework, Assessment & Evaluation in Higher Education, April, pp. 1-14
CARLESS, D. AND BOUD, D. (2018) The development of student feedback literacy enabling uptake of feedback, Assessment and Evaluation in Higher Education, Vol. 43, No. 8, pp. 1315-1325
DAWSON, P. , HENDERSON, M., MAHONEY, P., PHILLIPS, M., RYAN, T., BOUD, D. AND MOLLOY, E. (2019) What makes for effective feedback: staff and student perspectives, Assessment & Evaluation in Higher Education, 44:1, 25-36.
DEELEY, S.J., FISCHBACHER-SMITH, M., KARADZHOV, D. AND KORISTASHEVSKAYA, E. (2019) Exploring the wicked problem of student dissatisfaction with assessment and feedback in higher education, Higher Education Pedagogies, Vol.4, No. 1, pp. 385-405
ESTERHAZY, R., DE LANGE, T. AND MOYSTAD, A. (2021) How do signature pedagogies get their signatures? The role of assessment and professional artefacts in preparing students for their professions, Assessment in Education: Principles, Policy & Practice
FOSSLAND, T. AND SANDVOLL, R. (2021) Drivers for educational change? Educational leaders’ perceptions of academic developers as change agents, International Journal for Academic Development
JOUGHIN, G., BOUD, D., DAWSON, P. AND TAI, J. (2020) What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy, Assessment and Evaluation in Higher Education
HEERDEN, M.V. (2020) (How) do written comments feed-forward? A translation device for developing tutors’ feedback-giving literacy, Innovations in Education and Teaching International
HENDERSON, M., RYAN, T. AMD PHILLIPS, M. (2019) The Challenges of Feedback in Higher Education, Assessment and Evaluation in Higher Education, Vol. 44, No. 8, pp. 1237-1252
HERON, M., MEDLAND, M. , WINSTONE, N. AND PITT, E. (2023) Developing the relational in teacher feedback literacy: exploring feedback talk, Assessment & Evaluation in Higher Education, 48:2, 172-185.
NICOL, D.J. AND MACFARLANE, D. (2006) Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice, Studies in Higher Education, 31:2, 199-218.
NIEMINEN, J.H., TAI. J., BOUD, D. AND HENDERSON, M. (2022) Student agency in feedback: beyond the individual, Assessment & Evaluation in Higher Education, 47:1, 95-108
PENMAN, M., TAI, J., THOMPSON, T. AND THOMSON, K. (2021) Feedback practices as part of signature pedagogy for clinical placements, Assessment in Education: Principles, Policy & Practice
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, 277-289.
QUINLAN, K.M. AND PITT, E. (2021) Towards signature assessment and feedback practices: a taxonomy of discipline-specific elements of assessment for learning, Assessment in Education: Principles, Policy & Practice
REIMANN, N., SADLER, I. AND SAMBELL, K. (2019) What's in a Word? Practice Associated with 'Feedforward' in Higher, Education, Assessment and Evaluation in Higher Education, Vol. 44, No. 8, pp. 1279-1290
REINHOLZ, D. (2016) The assessment cycle - a model for learning through peer assessment, Assessment and Evaluation in Higher Education, Vol. 41, No. 2, pp. 301-315
DE KLEIJN, R.A.M. (2023) Supporting student and teacher feedback literacy: an instructional model for student feedback processes, Assessment & Evaluation in Higher Education, 48:2, 186-200
SCHULTZ, M., YOUNG, K., TIFFANY, K., HARVEY, M.L. (2022) Defining and measuring authentic assessment: a case study in the context of tertiary science, Assessment & Evaluation in Higher Education, 47:1
SMITH, C. (2022) Architecture students’ uptake and use of formative and summative feedback, Assessment & Evaluation in Higher Education, 47:1, 29-44
SWANSON, H. AND CLARKE-MIDURA, J. (2021) Integrating formative assessment and feedback into scientific theory-building practices and instruction, Assessment in Education: Principles, Policy & Practice
ZHAO, K., ZHOU, J. AND DAWSON, P. (2021) Using student-instructor co-constructed rubrics in signature assessment for business students: benefits and challenges, Assessment in Education: Principles, Policy & Practice
YIGIT, M.F. (2021) Effect of video feedback on students’ feedback use in the online learning environment, Innovations in Education and Teaching International, August, pp. 1-11