A meta-review of the student role in feedback
Abstract
Recent formative assessment research recognises the need for students to be active participants in feedback processes. This meta-review investigates evolution and reconceptualization of the student role in feedback research reviews published since 1969. Sixty-eight relevant reviews were identified, systematically coded and analysed. Four student role categories were established: no student role (transmission model); limited student role...
Paper Details
Title
A meta-review of the student role in feedback
Published Date
Jan 1, 2019
Volume
98
Pages
303 - 323
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