Lesson 8 of 8
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Further reading and references

Naomi’s recommended reading:

Price, M., Handley, K., & Millar, J. (2011). Feedback: Focusing attention on engagement. Studies in Higher Education, 36(8), 879-896.
Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325.
Jonsson, A. (2013). Facilitating productive use of feedback in higher education. Active Learning in Higher Education, 14(1), 63-76.

Key sources from Naomi’s research:

Winstone, N. E., & Carless, D. (2019). Designing effective feedback processes in higher education: A learning-focused approach. London: Routledge.
Winstone, N. E., Mathlin, G., & Nash, R. A. (2019). Building feedback literacy: Students’ perceptions of the Developing Engagement with Feedback Toolkit. Frontiers in Education, 4, 39.
Winstone, N., Nash., R., Parker, M., & Rowntree, J. (2017). Supporting learners’ engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52, 17-37.
Winstone, N. E.,Bourne, J., Medland, E., Niculescu, I., & Rees, R. (2020). “Check the grade, log out”: Students’ engagement with feedback in Learning Management Systems. Assessment and Evaluation in Higher Education, Advance Online Publication.
Winstone, N. E. (2019). Facilitating students’ use of feedback: Capturing and tracking impact using digital tools. In M. Henderson, R. Ajjawi, D. Boud, & E. Molloy (eds). The impact of feedback in higher education: Improving assessment outcomes for learners. London: Palgrave, 225-242.
Winstone, N. E., Hepper, E. G., & Nash, R. A. (2019). Individual differences in self-reported use of feedback information: The mediating role of feedback beliefs. Educational Psychology, Advance Online Publication.
Winstone, N. E., & Nash, R. A. (2019). Developing students’ proactive engagement with feedback. In C. Bryan & K. Clegg (Eds.), Innovative assessment in higher education: A handbook for academic practitioners. London: Taylor and Francis, 129-138.
Parker, M., & Winstone, N. (2016). Students’ perceptions of interventions for supporting their engagement with feedback. Practitioner Research in Higher Education. 10(1), 53-64.

References:

Bloxham, S. & Campbell, L. (2010). Generating dialogue in assessment feedback: exploring the use of interactive cover sheets. Assessment & Evaluation in Higher Education, 35(3), 291-300.
Carless, D. & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325.
Gravett, K. & Winstone, N. E. (2019) ‘Feedback interpreters’: the role of learning development professionals in facilitating university students’ engagement with feedback. Teaching in Higher Education, 24(6), 723-738.
Jonsson, A. (2013). Facilitating productive use of feedback in higher education. Active Learning in Higher Education, 14(1), 63-76.
Dawson, P., Henderson, M., Mahoney, P., Michael Phillips, M., Ryan, T., Boud, D. & Molloy, E. (2019). What makes for effective feedback: staff and student perspectives. Assessment & Evaluation in Higher Education, 44(1), 25-36.
Man, D., Chau, M. H. & Kong, B. (2020). Promoting student engagement with teacher feedback through rebuttal writing. Educational Psychology.
Malecka, B., Boud, D. & Carless, D. (2020). Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum. Teaching in Higher Education.
Molloy, E., Boud, D. & Henderson, M. (2020). Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education, 45(4), 527-540.
Mulliner, E. & Tucker, M. (2017). Feedback on feedback practice: perceptions of students and academics. Assessment & Evaluation in Higher Education, 42(2), 266-288.
Nash, R. A. & Winstone, N. E. (2016). The Developing Engagement with Feedback Toolkit (DEFT). Advanced HE. [Online].
Nash, R. A. & Winstone, N. E. (2017). Responsibility-Sharing in the Giving and Receiving of Assessment Feedback. Frontiers in psychology.
Price, M., Handley, K. & Millar, J. (2011). Feedback: focusing attention on engagement. Studies in Higher Education, 36(8), 879-896.
Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instr Sci 18,119–144.
Winstone, N. E., Nash, R. A., Rowntree, J., & Parker, M. (2017a). ‘It’d be useful, but I wouldn’t use it’: barriers to university students’ feedback seeking and recipience. Studies in Higher Education 42(11), 2026-2041.
Winstone, N. E., Nash, R. A., Parker, M. & Rowntree, J. (2017b). Supporting Learners’ Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes. Educational Psychologist, 52(1), 17-37.

Further reading and references

Further reading and references