Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback

@article{Orsmond2011FeedbackAE,
  title={Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback},
  author={Paul Orsmond and Stephen P. Merry},
  journal={Assessment \& Evaluation in Higher Education},
  year={2011},
  volume={36},
  pages={125 - 136}
}
  • P. Orsmond, S. Merry
  • Published 1 March 2011
  • Psychology
  • Assessment & Evaluation in Higher Education
Tutors’ intentions when providing feedback may not be accurately perceived and acted on by students. In this study, 19 biological sciences students and six tutors were interviewed concerning the tutor’s intentions when providing specific feedback and the students’ perceptions and usage of that feedback. A phenomenological approach was used to analyse the interview data. Additionally, copies of the documented feedback were examined and the feedback style was classified. Student conceptions of… 
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ABSTRACT Feedback alignment is key to the effectiveness of formative feedback, but often tutors can only guess whether their feedback is consistent with students’ needs and expectations. This study
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TLDR
The richness of the data obtained from the Feedback on feedback (F on F) method suggests that it has the potential to promote much needed feedback dialogue between students and tutors.
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This paper describes an investigation into the written feedback provided by tutors on Language assignments, together with students’ responses to it. The study replicates a previous study of
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We evaluate the case for using feedback iteratively, to improve student engagement and learning. In this model, students were invited to respond to tutor feedback with students’ own responses. Among
The importance of self-assessment in students’ use of tutors’ feedback: a qualitative study of high and non-high achieving biology undergraduates
Little is known as to how students process tutor feedback. In this study, 36 final-year biological sciences undergraduate students from four higher education institutions took part in interviews or
Peer Feedback and Feedforward towards EFL Argumentative Writing
This study aims to understand the main types of feedback peers use in an argumentative writing class at a private university in Thailand; and investigates the attitudes of the 30 EFL students towards
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Ramaprasad (1983) defined feedback as information about the gap between actual performance level and the reference level, which is subsequently used to alter that gap. Feedback, therefore, needs to
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This paper explores the extent to which students appear to their assessors to act on feedback they have received, and questions the assumption that providing feedback alone is sufficient to effect
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This article reports the initial findings of a 3-year research project investigating the meaning and impact of assessment feedback for students in higher education. Adopting aspects of a
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