Publication Date
| In 2025 | 26 |
| Since 2024 | 114 |
| Since 2021 (last 5 years) | 450 |
| Since 2016 (last 10 years) | 997 |
| Since 2006 (last 20 years) | 1619 |
Descriptor
| College Faculty | 1650 |
| Feedback (Response) | 1650 |
| Foreign Countries | 767 |
| Student Attitudes | 565 |
| Teacher Attitudes | 562 |
| Teaching Methods | 535 |
| College Students | 508 |
| Teacher Student Relationship | 395 |
| Undergraduate Students | 285 |
| Higher Education | 236 |
| Online Courses | 232 |
| More ▼ | |
Source
Author
| Boud, David | 9 |
| Carless, David | 7 |
| Dawson, Phillip | 7 |
| Pitt, Edd | 5 |
| Ryan, Tracii | 5 |
| Winstone, Naomi | 5 |
| Henderson, Michael | 4 |
| Mandernach, B. Jean | 4 |
| Molloy, Elizabeth | 4 |
| Wei, Wei | 4 |
| Brickman, Peggy | 3 |
| More ▼ | |
Publication Type
Education Level
Location
| Australia | 107 |
| United Kingdom | 82 |
| China | 61 |
| Canada | 55 |
| Turkey | 34 |
| Texas | 31 |
| United Kingdom (England) | 30 |
| Hong Kong | 24 |
| South Africa | 24 |
| Saudi Arabia | 20 |
| United States | 20 |
| More ▼ | |
Laws, Policies, & Programs
| G I Bill | 1 |
| Morrill Act 1862 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkHuifeng Mu; Christian D. Schunn – International Journal of Educational Technology in Higher Education, 2025
Peer feedback can be highly effective for learning, but only when students give detailed and helpful feedback. Peer feedback systems often support student reviewers through instructor-generated comment prompts that include various scaffolding features. However, there is little research in the context of higher education on which features tend to…
Descriptors: Peer Evaluation, Feedback (Response), Program Effectiveness, College Students
Wei Dai; Yi-Shan Tsai; Dragan Gaševic; Guanliang Chen – Assessment & Evaluation in Higher Education, 2025
Feedback has long been considered a significant lever to enhance learning experience and success in higher education. However, students have shown much discontent with the current feedback practice. Feedback experienced as a relational process in which students feel recognized and valued is perceived as paramount for helping support the uptake of…
Descriptors: Feedback (Response), College Faculty, Teacher Role, Student Evaluation
Lisa Melonçon; Jessica Griffith; Carolyn Gubala; Tanya Zarlengo – Business and Professional Communication Quarterly, 2024
Using an evaluative approach within a professional communication service course, we used student documents and instructor feedback to uncover how students and instructors were understanding the rhetoric student learning outcome (SLO). Because rhetoric is central to the course, our driving questions were, Can we locate language that actualizes the…
Descriptors: Technical Writing, Rhetoric, Feedback (Response), College Students
Jackie Tuck – Assessment & Evaluation in Higher Education, 2024
Assessors' perspectives on their evaluative practices remain relatively under-researched. Given evidence that higher education assessment and feedback continue to be problematic, this paper proposes a specific methodological innovation with potential to contribute both to research and practice in this area. It explores the potential of a…
Descriptors: Assignments, Student Evaluation, College Faculty, Undergraduate Students
E. Janiuniene; M. Stonkiene; M. Šupa – Educational Research and Evaluation, 2024
Feedback is identified in the works of researchers as an essential element for improving the learning process of students. Research shows that lecturer's feedback creates value when it provides not only appraisal information but also links to further learning. This type of feedback affects the learner's information behaviour, i.e., encourages…
Descriptors: Student Behavior, Feedback (Response), Information Seeking, Universities
Christensen, Mette K.; Møller, Jane E.; Pedersen, Iris M. – International Journal for Academic Development, 2023
Multi-source feedback is a 'rare bird' in higher education and yet recent research suggests multi-modal approaches to enhance university teachers' academic development. This article reports a qualitative interview study using a social constructionist approach to explore the storylines and positions of university students and teachers when they…
Descriptors: Feedback (Response), Higher Education, College Faculty, Faculty Development
Jeffs, Cheryl; Nelson, Nancy; Grant, Kimberley A.; Nowell, Lorelli; Paris, Brit; Viceer, Nazia – Professional Development in Education, 2023
Feedback is an expected and essential part of academic work; however, giving and receiving feedback often causes angst and distress, an aspect not often addressed. To foster conversations about feedback for teaching development, we developed an interactive event designed to explore and practice giving and receiving feedback. A mixed-methods…
Descriptors: Feedback (Response), Faculty Development, Anxiety, Questioning Techniques
Rocío Barrios-Rodríguez; Inmaculada Salcedo-Bellido; José Juan Jiménez-Moleón; Macarena Lozano-Lorca; Noelia Galiano-Castillo; Enrique José Cobos; José Dámaso Vílchez Rienda; Rocío Olmedo-Requena; Carmen Amezcua-Prieto; Sandra Martín-Peláez; Carmen María González Domenech; Juan Pedro Arrebola Moreno; Raúl A. Rica; María Eugenia García-Rubiño; Pilar Requena – International Journal for Academic Development, 2023
In a peer-review of teaching (PRT) program, we aimed to i) use pre- and post-observation questionnaires to enhance self-reflection, and ii) perform a nominal group technique (NGT) to agree on improvements. The questionnaires showed that PRT helped discovering new weaknesses but not new strengths, and that preconceived negative feelings vanished…
Descriptors: Peer Evaluation, Teacher Evaluation, College Faculty, Reflection
David Carless – Higher Education Research and Development, 2023
This paper discusses teacher capacities for implementing learning-focused feedback processes within the social contexts of feedback regimes. Data are derived from longitudinal interviews carried out with six recipients of an award for good feedback practice; supplemented by documentary analysis of feedback artefacts; and an interview with the key…
Descriptors: Feedback (Response), Literacy, College Faculty, Foreign Countries
Lipsch-Wijnen, Ivonne; Dirkx, Kim – Cogent Education, 2022
Effective feedback is a powerful educational intervention to support learning. Hattie and Timperley have developed a feedback model in which they define three different functions and four different levels of feedback. Although the model is widely used in educational practice, there is little known about how the model is used in education nor about…
Descriptors: College Faculty, Theses, Feedback (Response), Written Language
Julia Mendzheritskaya; Nicola A. Maier; Miriam Hansen – Research in Higher Education, 2025
The relevance of student evaluation of teaching (SET) for both development of individual teaching as well as for institutional quality management in higher education (HE) contexts has been investigated in numerous studies. However, how educators incorporate students' feedback into their teaching, especially in the case of negative evaluations,…
Descriptors: Feedback (Response), Negative Attitudes, Student Evaluation of Teacher Performance, Outcomes of Education
Limeng Wu; Tong Li – SAGE Open, 2025
While the significant impact of faculty feedback on student learning is well recognized, the intricate link between the quality of faculty feedback and students' deep approaches to learning, especially in the context of general education, has yet to be clarified. Employing a mixed-methods approach, this study examined the relationship between…
Descriptors: College Faculty, Feedback (Response), Educational Quality, General Education
Lu Shi; Ying Wang; Jherian K. Mitchell-Jones; Marilyne Stains – Chemistry Education Research and Practice, 2024
Assessment plays a critical role in instruction and curriculum. Existing literature on instructors' assessment practices and related factors has been intensively focused on primary and secondary education. This study extended the contexts of previous literature to post-secondary chemistry education by exploring general chemistry instructors'…
Descriptors: Student Evaluation, Chemistry, Science Teachers, Evaluation Methods
Ryan, Tracii; Henderson, Michael; Ryan, Kris; Kennedy, Gregor – Teaching in Higher Education, 2023
Due to recent conceptual shifts towards learner-centred feedback, there is a potential gap between research and practice. Indeed, few models or studies have sought to identify or evaluate which semantic messages, or feedback components, teachers should include in learner-centred feedback comments. Instead, teacher practices are likely to be…
Descriptors: Feedback (Response), Taxonomy, Validity, College Faculty
Lori Ann Mumpower – To Improve the Academy, 2025
The Center for Teaching and Learning Excellence at Embry-Riddle Aeronautical University (ERAU) created a Small Teaching Challenge, leveraging department chairpersons to encourage faculty adoption of evidence-based, small teaching practices. Inspired by James Lang's "Small Teaching" (2016) and previous collaborations with department…
Descriptors: Department Heads, Educational Practices, Teaching Methods, Evidence Based Practice
