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Facilitating productive use of feedback in higher education
Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). (LISMA)ORCID iD: 0000-0002-3251-6082
2013 (English)In: Active Learning in Higher Education, ISSN 1469-7874, E-ISSN 1741-2625, Vol. 14, no 1, 63-76 p.Article in journal (Refereed) Published
Abstract [en]

Although feedback has a great potential for learning, students do not always make use of this potential. This article therefore reviews research literature on students’ use of feedback in higher education. This is done in order to find answers as to why some students do not use the feedback they receive and which factors are important in influencing students’ use of teacher feedback. Findings show that utility is not only a key feature for students’ use of feedback but also that some factors, such as lack of strategies for productively using feedback or lack of understanding of academic discourse, may hinder students’ possibilities to use the information formatively.

Place, publisher, year, edition, pages
2013. Vol. 14, no 1, 63-76 p.
Keyword [en]
assessment, feedback, higher education, literature review, student learning
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hkr:diva-10472DOI: 10.1177/1469787412467125OAI: oai:DiVA.org:hkr-10472DiVA: diva2:618504
Available from: 2013-04-29 Created: 2013-04-29 Last updated: 2014-08-13Bibliographically approved

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Jönsson, Anders
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Avdelningen för NaturvetenskapResearch environment Learning in Science and Mathematics (LISMA)
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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf