Feedback on learning achievement: rhetoric and reality

  title={Feedback on learning achievement: rhetoric and reality},
  author={Janice Orrell},
  journal={Teaching in Higher Education},
  pages={441 - 456}
  • J. Orrell
  • Published 1 October 2006
  • Psychology
  • Teaching in Higher Education
Assessment theorists and academics alike espouse the importance of feedback on performance assessment tasks for supporting improvement and progress in student learning achievement. Despite these espoused ideals, students claim a lack of adequate, timely feedback and their teachers claim that students fail to heed the advice given. This paper reports observations of experienced academics’ thinking while they assess their students’ learning products. It focuses in particular academics’ written… 
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