| ‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it E Pitt Assessment & Evaluation in Higher Education, 1-18, 2016 | 367 | 2016 |
| Students’ approaches to study, conceptions of learning and judgements about the value of networked technologies CA Buckley, E Pitt, B Norton, T Owens Active Learning in Higher Education 11 (1), 55-65, 2010 | 114 | 2010 |
| The Conundrum of Low Achievement and Feedback for Learning. E Pitt, M Bearman, R Esterhazy Assessment & Evaluation in Higher Education, 1 - 12, 2019 | 81 | 2019 |
| Educators’ perceptions of responsibility-sharing in feedback processes N Winstone, E Pitt, R Nash Assessment & Evaluation in Higher Education 46 (1), 118-131, 2021 | 70 | 2021 |
| The impact of anonymous marking on students’ perceptions of fairness, feedback and relationships with lecturers E Pitt, N Winstone Assessment & Evaluation in Higher Education 43 (7), 1183-1193, 2018 | 65 | 2018 |
| Developing the relational in teacher feedback literacy: Exploring feedback talk M Heron, E Medland, N Winstone, E Pitt Assessment & Evaluation in Higher Education 48 (2), 172-185, 2023 | 47 | 2023 |
| Feedback cultures, histories and literacies: international postgraduate students’ experiences V Rovagnati, E Pitt, N Winstone Assessment & Evaluation in Higher Education 47 (3), 347-359, 2022 | 47 | 2022 |
| Feeding forward from summative assessment: The essay feedback checklist as a learning tool C Wakefield, J Adie, E Pitt, T Owens Assessment & Evaluation in Higher Education 39 (2), 253-262, 2014 | 47 | 2014 |
| Towards signature assessment and feedback practices: a taxonomy of discipline-specific elements of assessment for learning KM Quinlan, E Pitt Assessment in Education: Principles, Policy & Practice 28 (2), 191-207, 2021 | 40 | 2021 |
| Using core assessment criteria to improve essay writing K Harrington, J Elander, J Lusher Innovative assessment in higher education, 130-140, 2006 | 33 | 2006 |
| Signature feedback practices in the creative arts: integrating feedback within the curriculum E Pitt, D Carless Assessment & Evaluation in Higher Education 47 (6), 817-829, 2022 | 31 | 2022 |
| Towards technology enhanced dialogic feedback E Pitt, N Winstone Re-imagining university assessment in a digital world, 79-94, 2020 | 26* | 2020 |
| Impacts of higher education assessment and feedback policy and practice on students: a review of the literature 2016-2021 E Pitt, KM Quinlan Advance HE, 2022 | 25 | 2022 |
| Feedback is a two-way street. So why does the NSS only look one way? E Pitt, N Winstone Times Higher Education Supplement 2323, 30, 2017 | 24 | 2017 |
| Enabling and valuing feedback literacies E Pitt, N Winstone Assessment & Evaluation in Higher Education 48 (2), 149-157, 2023 | 19 | 2023 |
| Student utilisation of feedback: a cyclical model E Pitt Scaling up assessment for learning in higher education, 145-158, 2017 | 18 | 2017 |
| A qualitative analysis of staff-student differences in understandings of assessment criteria. K Harrington, J Elander, L Norton, P Reddy, E Pitt Oxford, Oxford Centre for Staff and Learning Development 3, 235-247, 2006 | 18 | 2006 |
| Exploring intercultural dialogic interactions between individuals with diverse feedback literacies V Rovagnati, E Pitt Assessment & Evaluation in Higher Education 47 (7), 1057-1070, 2022 | 16 | 2022 |
| Supporting students to improve their essay writing through assessment criteria focused workshops L Norton, K Harrington, J Elander, S Sinfield, P Reddy, E Pitt, ... The Oxford Centre for Staff and Learning Development., 2005 | 15 | 2005 |
| Operationalising dialogic feedback to develop students’ evaluative judgement and enactment of feedback E Pitt The impact of feedback in higher education: Improving assessment outcomes …, 2019 | 13 | 2019 |
Naomi WinstoneProfessor of Educational Psychology, University of SurreyPatvirtintas el. paštas surrey.ac.uk