• Corpus ID: 142179321

Processing tutor feedback: a consideration of qualitative differences in learning outcomes for high achieving and non high achieving students

  title={Processing tutor feedback: a consideration of qualitative differences in learning outcomes for high achieving and non high achieving students},
  author={Paul Orsmond and Stephen P. Merry},
Little is known as to how students process tutor feedback. In this study 36 third year Biological Sciences students from four higher education institutions took part in l interviews or focus groups concerning their processing of tutor’s written feedback. Students were divided into high achieving and non high achieving cohorts. A thematic approach was used to analyse the interview data. While there was some commonality in how both groups of students processed tutor feedback, for example, both… 
The conundrum of low achievement and feedback for learning
Abstract The literature on improving student engagement with assessment and feedback has a tendency to treat all students as if they are the same. Students with lower levels of attainment are
Indirect Feedback: A dialoguing approach to assessment
Whilst there is consensus in the current literature that feedback plays a fundamental role to student performance and learning, there is also debate about what makes it effective. Particularly, some
Feedback, Iterative Processing and Academic Trust - Teacher Education Students' Perceptions of Assessment Feedback
Feedback and reflective processes play an important role in learning with both teachers and students required to play active roles. The importance of feedback processes and practices takes on an
An evaluation of formative feedback and its impact on undergraduate student nurse academic achievement.
If students who submit formative work achieve higher summative grades irrespective of formative feedback provision or individual academic staff member, the value of providing writtenformative feedback must be questioned, and reasons behind this initial finding require more in depth exploration.
The role of written feedback in the development of critical academic writing : a study of the feedback experience of international students in taught Master's programmes
Despite the body of research on the learning experience and challenges faced by international students in developing critical academic writing, little attention has been given to their experience of
Feeding forward from summative assessment: the Essay Feedback Checklist as a learning tool
Owing to the increasing diversity of assessments in higher education, feedback should be provided to students in a format that can assist future and alternative work. This study aimed to assess the
From monologue to dialogue: improving written feedback processes in mass higher education
Student surveys across the world have highlighted that students are dissatisfied with the feedback they receive on their assignments and many institutions have been putting plans in place to address
Moving feedback forward: theory to practice
There is substantial research interest in tutor feedback and students’ perception and use of such feedback. This paper considers some of the major issues raised in relation to tutor feedback and
Predictive Fuzzy model for a First Year Design Oriented Project Based Learning course
A proposed predictive fuzzy model for all firstyear courses shows that prediction based on the fuzzy model is highly correlated with the actual students’ grades and therefore, could be used as a predictive tool.
Feedback practices in Humanities university classrooms: Teachers’ written digital comments and students’ writers profiles
Los estudios universitarios implican el ingreso a una cultura disciplinar en la que la producción de conocimientos y los modos de comunicarlos suponen un aprendizaje que debe ser enseñado en el nivel


Biology students’ utilization of tutors’ formative feedback: a qualitative interview study
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
Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback
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
The regulation of constructive learning processes
Background. Classical instructional design theories and constructivist theoTies disagree on the issue of how high-quality learning can be realised. Research on student learning bas identified a large
A quantitative and qualitative study of changes in the use of learning outcomes and distractions by students and tutors during a biology poster assessment
Abstract Learning outcomes are statements of intended learning within a module. In practice, students may consider various options when undertaking assessments. They may feel they can meet the stated
Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice
The research on formative assessment and feedback is reinterpreted to show how these processes can help students take control of their own learning, i.e. become self‐regulated learners. This
The construction of the hidden curriculum: messages and meanings in the assessment of student learning
ABSTRACT A wide range of diverse responses by individual students to innovative or alternative assessment are described and discussed, drawing on research data. Student perspectives are significant
Summary. Two groups of 20 first-year students were asked to read three sections of a textbook. After the first two sections the groups received different types of question. One group received
A socio‐cultural theorisation of formative assessment
Formative assessment has attracted increasing attention from both practitioners and scholars over the last decade. This paper draws on the authors’ empirical research conducted over eleven years in
Congruence and friction between learning and teaching
Theories of learning and theories of teaching often originate and operate independently from one another. This article attempts to contribute to the integration of the two types of theories. First,
On qualitative differences in learning
This paper describes an attempt to identify different levels of processing of information among groups of Swedish university students who were asked to read substantial passages of prose. Students