RECOMMENDED PUBLICATIONS FROM EFG MEMBERS

Dirkx, K. J., Thoma, G. B., Kester, L., & Kirschner, P. A. (2015). Answering questions after initial study guides attention during restudy. Instructional Science43(1), 59-71.  https://doi.org/10.1007/s11251-014-9330-9

Dirkx, K., Joosten-ten Brinke, D., Arts, J., & van Diggelen, M. (2006). In-text and rubric-referenced feedback: Differences in focus, level, and function. Active Learning in Higher Education, 1469787419855208 https://doi.org/10.1177/1469787419855208

Delnoij, L. E. C., Janssen, J. P. W., Dirkx, K. J. H., & Martens, R. L. (2020, September). Designing an Online Self-assessment for Informed Study Decisions: The User Perspective. In European Conference on Technology Enhanced Learning (pp. 74-86). Springer, Cham. https://doi.org/10.1007/978-3-030-57717-9_6.

Van der Kleij, F. M., & Lipnevich, A. A. (2020). Student perceptions of assessment feedback: a critical scoping review and call for research. Educational Assessment, Evaluation and Accountability, 1-29. https://link.springer.com/article/10.1007/s11092-020-09331-x

Lipnevich, A. A., & Smith, J. K. (2009). Effects of differential feedback on students’ examination performance. Journal of Experimental Psychology: Applied15(4), 319. https://psycnet.apa.org/record/2009-24359-004

Bolzer, M., Strijbos, J. W., & Fischer, F. (2015). Inferring mindful cognitive‐processing of peer‐feedback via eye‐tracking: role of feedback‐characteristics, fixation‐durations and transitions. Journal of Computer Assisted Learning31(5), 422-434. https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12091

Ahmadian, M., Yazdani, H., & Mehri, E. (2019). The Effectiveness of Learners’ Preferred and Unpreferred Written Corrective Feedback: A Think-Aloud Study. Journal of Asia TEFL16(2), 448. http://journal.asiatefl.org/main/main.php?inx_journals=60&inx_contents=689&main=1&sub=2&submode=3&PageMode=JournalView&s_title=The_Effectiveness_of_Learners_Preferred_and_Unpreferred_Written_Corrective_Feedback_A_Think_Aloud_Study

Cutumisu, M. (2019). Eye Tracking the Feedback Assigned to Undergraduate Students in a Digital Assessment Game. Frontiers in psychology10, 1931. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01931/full

Berndt, M., Strijbos, J. W., & Fischer, F. (2018). Effects of written peer-feedback content and sender’s competence on perceptions, performance, and mindful cognitive processing. European Journal of Psychology of Education33(1), 31-49. https://link.springer.com/article/10.1007/s10212-017-0343-z

Timms, M., DeVelle, S., & Lay, D. (2016). Towards a model of how learners process feedback: A deeper look at learning. Australian Journal of Education60(2), 128-145. https://journals.sagepub.com/doi/10.1177/0004944116652912

Máñez, I., Vidal-Abarca, E., Kendeou, P., & Martínez, T. (2019). How do students process complex formative feedback in question-answering tasks? A think-aloud study. Metacognition and Learning14(1), 65-87. https://link.springer.com/article/10.1007/s11409-019-09192-w

Irving, S. E., Peterson, E. R., & Brown, G. T. L. (2007). Student conceptions of feedback: A study of New Zealand secondary students. In Biennial Conference of the European Association for Research in Learning and Instruction (EARLI), Budapest, Hungary.

Peterson, E. R., & Irving, S. E. (2008). Secondary school students’ conceptions of assessment and feedback. Learning and Instruction18(3), 238-250. https://doi.org/10.1016/j.learninstruc.2007.05.001

Harris, L. R., Brown, G. T., & Harnett, J. A. (2014). Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses. Educational Assessment, Evaluation and Accountability26(2), 107-133. https://doi.org/10.1007/s11092-013-9187-5

Brown, G. T. L., Peterson, E. R., & Yao, E. (2016). Student conceptions of feedback: Impact on self-regulation, self-efficacy, and academic achievement. British Journal of Educational Psychology, 86(4), 606-629. https://doi.org/10.1111/bjep.12126

Harper, A., & Brown, G. (2017). Students’ use of online feedback in a first year tertiary biology course. https://doi.org/10.18296/am.0026

Kyaruzi, F., Strijbos, J. W., Ufer, S., & Brown, G. T. (2019). Students’ formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania. Assessment in Education: Principles, Policy & Practice26(3), 278-302. https://doi.org/10.1080/0969594X.2019.1593103.

Brown, G., & Harris, L. R. (2018). Methods in feedback research. Cambridge Handbook of Instructional Feedback. https://doi.org/10.1017/9781316832134.007

Harris, L. R., Brown, G. T., & Harnett, J. A. (2015). Analysis of New Zealand primary and secondary student peer-and self-assessment comments: Applying Hattie and Timperley’s feedback model. Assessment in Education: Principles, Policy & Practice22(2), 265-281. https://doi.org/10.1080/0969594X.2014.976541

Harris, L. R., & Brown, G. T. (2008). Teachers’ Conceptions of Feedback (TCoF) inventory. Unpublished test. Auckland, NZ: University of Auckland, Measuring Teachers’ Assessment Practices (MTAP) Project. https://doi.org/10.17608/k6.auckland.4800901.v1

Irving, S. E., Harris, L. R., & Peterson, E. R. (2011). ‘One assessment doesn’t serve all the purposes’ or does it? New Zealand teachers describe assessment and feedback. Asia Pacific Education Review12(3), 413-426. https://doi.org/10.1007/s12564-011-9145-1

Brown, G. T., Harris, L. R., & Harnett, J. (2012). Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student well-being. Teaching and Teacher Education28(7), 968-978. https://doi.org/10.1016/j.tate.2012.05.003

Kyaruzi, F., Strijbos, J. W., Ufer, S., & Brown, G. T. (2018). Teacher AfL perceptions and feedback practices in mathematics education among secondary schools in Tanzania. Studies in Educational Evaluation59, 1-9. https://doi.org/10.1016/j.stueduc.2018.01.004