Feedback Learning & Assessment: A Mutual Relationship
DOI:
https://doi.org/10.14738/abr.810.9287Abstract
Assessment is an important tool, mechanism and approach to ensure accreditation, recognition, quality and standardization in any university’s program and courses. A good assessment that is fair, transparent and consistent should be communicated clearly between students and faculty staff to create a learning environment that is conducive to a university setting.
References
Adcroft, A. (2011). The mythology of feedback. Higher Education Research & Development, 30
(4), 405–419. doi:10.1080/07294360.2010.526096
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university. Maidenhead: Open
University Press/McGraw-Hill Education 4th edition.
Blair, A., & McGinty, S. (2013). Feedback-dialogues: Exploring the student perspective. Assessment & Evaluation in Higher Education, 38(4), 466–476. doi:10.1080/02602938.2011.649244
Bloxham, S., & West, A. (2004). Understanding the rules of the game: Peer assessment as
a medium for developing students’ conceptions of assessment. Assessment and Evaluation in
Higher Education, 29(6), 721–733. doi:10.1080/0260293042000227254
Boud, D., & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment &
Evaluation in Higher Education, 31(4), 399–413. doi:10.1080/02602930600679050
Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design.
Assessment & Evaluation in Higher Education, 38(6), 698–712. doi:10.1080/02602938.2012.691462
Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31
(2), 219–233. doi:10.1080/03075070600572132.
Carless, D., Salter, D., Yang, M., & Lam, J. (2011). Developing sustainable feedback practices.
Studies in Higher Education, 36(4), 395–407. doi:10.1080/03075071003642449
Carless, D. (2015). Excellence in university assessment. London: Routledge
Deeley.s., Smith, M.F., Karadzhov, D., & Koristashevskaya, E. (2019). Exploring the ‘wicked’ problem of student dissatisfaction with assessment and feedback in higher education. HIGHER EDUCATION PEDAGOGIES 2019, VOL. 4, NO. 1, 385–405. https://doi.org/10.1080/23752696.2019.1644659
Evans, C. (2013). Making sense of assessment feedback in higher education. Review of
Educational Research, 83(1), 70–120. doi:10.3102/0034654312474350
Harden, R.M. (2001). Curriculum mapping: A tool for transparent and authentic teaching and
learning. Medical Teacher, 23(2), 123–137. doi:10.1080/01421590120036547
Hattie, J.,&Timperley,H. (2007). The power of feedback. Review of EducationalResearch, 77(1), 81–112
Higher Education Academy (2012) A marked improvement: Transforming assessment in higher
education York: The higher education academy https://www.heacademy.ac.uk/sites/default/
files/A_Marked_Improvement.pdf doi: 10.1094/PDIS-11-11-0999-PDN
Higher Education Academy. (2014). Framework for partnership in learning and teaching in higher
education. York: Author.
Jonsson, A. (2012). Facilitating productive use of feedback in higher education. Active Learning
in Higher Education, 14(1), 63–76. doi:10.1177/1469787412467125
Lea, M.R., & Street, B.V. (1998). Student writing in higher education: An academic literacies
approach. Studies in Higher Education, 23(2), 157–172.
Lunt, T., & Curran, J. (2010). ‘Are you listening please?’ The advantages of electronic audio feedback
compared to written feedback. Assessment & Evaluation in Higher Education, 35(7), 759–769
Mulder, R.A., Pearce, J.M., & Baik, C. (2014). Peer review in higher education: Student perceptions
before and after participation. Active Learning in Higher Education, 15(2), 157–171
Nicol, D.J., & Macfarlane-Dick, 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.
O’Donovan, B., Rust, C., & Price, M. (2015). A scholarly approach to solving the feedback
dilemma in practice. Assessment & Evaluation in Higher Education. doi:10.1080/
02602938.2015.1052774
Price, M., Handley, K., & Millar, J. (2010). Feedback: Focusing attention on engagement. Studies
in Higher Education, 36(8), 879–896.
Sadler, D.R. (2010). Beyond feedback: Developing student capability in complex appraisal.
Assessment & Evaluation in Higher Education, 35(5), 535–550
Smith, C.D., Worsfold, K., Davies, L., Fisher, R., & McPhail, R. (2013). Assessment literacy and
student learning: The case for explicitly developing students’ ‘assessment literacy’. Assessment
& Evaluation in Higher Education, 38(1), 44–60.
Stefani, L.A.J. (1998). Assessment in partnership with learners. Assessment & Evaluation in
Higher Education, 23(4), 339–350.
Weaver, M.R. (2006). Do students value feedback? Student perceptions of tutors’ written
responses. Assessment & Evaluation in Higher Education, 31(3), 379–394.
Yang, M., & Carless, D. (2013). The feedback triangle and the enhancement of dialogic feedback
processes. Teaching in Higher Education, 18(3), 285–297.
(4), 405–419. doi:10.1080/07294360.2010.526096
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university. Maidenhead: Open
University Press/McGraw-Hill Education 4th edition.
Blair, A., & McGinty, S. (2013). Feedback-dialogues: Exploring the student perspective. Assessment & Evaluation in Higher Education, 38(4), 466–476. doi:10.1080/02602938.2011.649244
Bloxham, S., & West, A. (2004). Understanding the rules of the game: Peer assessment as
a medium for developing students’ conceptions of assessment. Assessment and Evaluation in
Higher Education, 29(6), 721–733. doi:10.1080/0260293042000227254
Boud, D., & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment &
Evaluation in Higher Education, 31(4), 399–413. doi:10.1080/02602930600679050
Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design.
Assessment & Evaluation in Higher Education, 38(6), 698–712. doi:10.1080/02602938.2012.691462
Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31
(2), 219–233. doi:10.1080/03075070600572132.
Carless, D., Salter, D., Yang, M., & Lam, J. (2011). Developing sustainable feedback practices.
Studies in Higher Education, 36(4), 395–407. doi:10.1080/03075071003642449
Carless, D. (2015). Excellence in university assessment. London: Routledge
Deeley.s., Smith, M.F., Karadzhov, D., & Koristashevskaya, E. (2019). Exploring the ‘wicked’ problem of student dissatisfaction with assessment and feedback in higher education. HIGHER EDUCATION PEDAGOGIES 2019, VOL. 4, NO. 1, 385–405. https://doi.org/10.1080/23752696.2019.1644659
Evans, C. (2013). Making sense of assessment feedback in higher education. Review of
Educational Research, 83(1), 70–120. doi:10.3102/0034654312474350
Harden, R.M. (2001). Curriculum mapping: A tool for transparent and authentic teaching and
learning. Medical Teacher, 23(2), 123–137. doi:10.1080/01421590120036547
Hattie, J.,&Timperley,H. (2007). The power of feedback. Review of EducationalResearch, 77(1), 81–112
Higher Education Academy (2012) A marked improvement: Transforming assessment in higher
education York: The higher education academy https://www.heacademy.ac.uk/sites/default/
files/A_Marked_Improvement.pdf doi: 10.1094/PDIS-11-11-0999-PDN
Higher Education Academy. (2014). Framework for partnership in learning and teaching in higher
education. York: Author.
Jonsson, A. (2012). Facilitating productive use of feedback in higher education. Active Learning
in Higher Education, 14(1), 63–76. doi:10.1177/1469787412467125
Lea, M.R., & Street, B.V. (1998). Student writing in higher education: An academic literacies
approach. Studies in Higher Education, 23(2), 157–172.
Lunt, T., & Curran, J. (2010). ‘Are you listening please?’ The advantages of electronic audio feedback
compared to written feedback. Assessment & Evaluation in Higher Education, 35(7), 759–769
Mulder, R.A., Pearce, J.M., & Baik, C. (2014). Peer review in higher education: Student perceptions
before and after participation. Active Learning in Higher Education, 15(2), 157–171
Nicol, D.J., & Macfarlane-Dick, 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.
O’Donovan, B., Rust, C., & Price, M. (2015). A scholarly approach to solving the feedback
dilemma in practice. Assessment & Evaluation in Higher Education. doi:10.1080/
02602938.2015.1052774
Price, M., Handley, K., & Millar, J. (2010). Feedback: Focusing attention on engagement. Studies
in Higher Education, 36(8), 879–896.
Sadler, D.R. (2010). Beyond feedback: Developing student capability in complex appraisal.
Assessment & Evaluation in Higher Education, 35(5), 535–550
Smith, C.D., Worsfold, K., Davies, L., Fisher, R., & McPhail, R. (2013). Assessment literacy and
student learning: The case for explicitly developing students’ ‘assessment literacy’. Assessment
& Evaluation in Higher Education, 38(1), 44–60.
Stefani, L.A.J. (1998). Assessment in partnership with learners. Assessment & Evaluation in
Higher Education, 23(4), 339–350.
Weaver, M.R. (2006). Do students value feedback? Student perceptions of tutors’ written
responses. Assessment & Evaluation in Higher Education, 31(3), 379–394.
Yang, M., & Carless, D. (2013). The feedback triangle and the enhancement of dialogic feedback
processes. Teaching in Higher Education, 18(3), 285–297.
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Published
2020-11-08
How to Cite
Abdullah, R. (2020). Feedback Learning & Assessment: A Mutual Relationship. Archives of Business Research, 8(10), 167–171. https://doi.org/10.14738/abr.810.9287
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