Learning is not just determined by the curriculum, but by how it is assessed. This article
focuses on the analysis of the role played by the quality of assessment tasks on learning in …

Develo** the requisite skills for engaging proactively with feedback is crucial for academic
success. This paper reports data concerning the perceived usefulness of the Develo** …

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 …

Emerging research and examples from practice support the idea of feedback literacies as
socio-material competencies. Such a conception highlights the contextual and social aspect …

Anonymity in marking is a contentious issue within higher education. Conflicting research
findings have identified issues surrounding gender bias, ethnicity bias and fairness in …

Many students struggle with making sense of feedback information and in applying and
transferring it to new contexts. Research literature suggests that low-performing students are …

Although the literature on feedback processes has identified two approaches to feedback—
more transmissive or more dialogical—there is little empirical evidence of how students …

In this chapter, we view technology-enhanced feedback (specifically audio, video and
screencast feedback) through the lens of Carless's (High Educ 69 (6): 963–976 …

This chapter explores how UK-based film, comedy, drama and music performance lecturers
demonstrate the possibilities of differing educational practices that pursue, through dialogic …

Despite the growing movement to embrace sociomaterial approaches to feedback practices
(eg Gravett, 2020), dialogicity remains the prominent and dominant approach, especially in …