To progress with their learning, students need to be able to make judgements about the quality of their own work and the work of others. This capability is known as evaluative judgement. The importance of evaluative judgement is well-established, but environments in which learners practice this capability remain unknown. This paper explores…

To maximise the feedback effect, it is crucial to establish a dialogic feedback process between students and teachers. This can facilitate a mutually reinforcing cycle on each other's feedback practice and uncover unrealistic feedback expectations. In this article, we present a co-developed reflective ePortfolio platform designed to foster…

National student surveys reveal that feedback is an aspect of the education experience with which students are less satisfied. One method to increase student engagement with their written feedback and to improve feedback literacy is promotion of critical self-reflection on the feedback content. We describe two interventions aimed at improving…

Conceptualising peer assessment as a dialogue is expected to bring many benefits for learners. However, open-ended dialogue still faces many challenges in learning effectiveness because superficial feedback contents, resistance to critical thinking and distrust of peers' assessments may negatively affect learners' performance in their…

Both student feedback literacy and self-assessment are crucial for developing self-regulated and lifelong learning in higher education. The relationship between these two concepts is important but as yet understudied. Using self-assessment to develop students' feedback literacy has been mentioned in relevant literature, but how feedback literacy…

The methods in which self-assessment are facilitated have not been significantly addressed within the literature. Self-assessment is also fraught with concerns around reliability and validity. As a result, a systematic 3-stage plan was developed to embed self-assessment into a module design. The planning, formative and summative (PFS) model of…

Assessment and feedback research constitutes its own 'silo' amidst the higher education research field. Theory has been cast as an important but absent aspect of higher education research. This may be a particular issue in empirical assessment research which often builds on the conceptualisation of assessment as objective measurement. So, how does…

Feedback literacy includes students' abilities to understand, use and benefit from feedback processes; it is important for the development of self-directed learning, SDL. Considering all of the places where students can potentially learn, especially the clinic, we would argue that feedback has been too narrowly defined. This study aims to explore…

Teachers' feedback literacy is a focus of increasing attention in higher education. It may be framed through intentional design decisions, inter-relational aspects of engagement and pragmatic considerations of enacted curricula. Thus, teachers' feedback literacy is connected to both the enacted curriculum and students' relationship to feedback.…

Experiential learning theory states that reflection is just as important to learning as action. However, business educators often overlook reflection in their experiential learning activities, especially when it's understood as a dialogue process. Drawing on reflective learning theory, we explored the case of an undergraduate business programme…

Intensive research attention has focused on developing students' evaluative judgement within the higher education curriculum, but little has addressed how it can be measured. The contextual nature of evaluative judgement makes it difficult to generate an encompassing instrument, highlighting the need for situated measurement tools. Against this…

Over the past two decades, curricula in higher education have increasingly incorporated collaborative learning. However, due to (a) large variations in students' domain-specific abilities (e.g. knowledge and/or skills) and the effort they invest into the collaboration and (b) teachers' limited knowledge about how to assess collaborative learning,…

Despite the theoretical argument and empirical evidence regarding the impact of self- assessment on academic achievement and self-regulated learning (SRL), the mechanism for this impact is understudied. The present study aimed to investigate the characteristics of self-assessment practices at different SRL phases and its relationship with academic…

Quality in feedback processes rests on students' engagement with them. A crucial question is therefore why students do not always engage. Scholars have defined engagement as a social practice, pointing to the influence of context but without explaining its nature. The purpose of this article is to argue that existing approaches without a theory of…

Self- and peer-feedback are commonly used in higher education, and in most cases, it is assumed that students will engage with the feedback. There is, however, limited systematic exploration of how students use the feedback. This study proposes a structured reflective journal for students to engage with both self- and peer-feedback in the context…