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Dissertation Synopsis

This study investigates the impact of student feedback on the teaching efficacy of pre-service teachers, emphasizing the importance of student involvement in the learning process. It highlights how feedback can motivate teachers to improve their teaching methods and the differing perceptions teachers have towards feedback, which can influence their teaching choices. The research aims to provide practical implications for enhancing the quality of higher education through effective feedback mechanisms.

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0% found this document useful (0 votes)
50 views12 pages

Dissertation Synopsis

This study investigates the impact of student feedback on the teaching efficacy of pre-service teachers, emphasizing the importance of student involvement in the learning process. It highlights how feedback can motivate teachers to improve their teaching methods and the differing perceptions teachers have towards feedback, which can influence their teaching choices. The research aims to provide practical implications for enhancing the quality of higher education through effective feedback mechanisms.

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karsatta8
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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EFFECT OF STUDENTS’ FEEDBACK ON THE

TEACHING EFFICACY OF PRE-SERVICE TEACHERS


A
SYNOPSIS
SUBMITTED TO PANJAB UNIVERSITY, CHANDIGARH
IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE
DEGREE OF
MASTERS IN EDUCATION (M.Ed.)
SESSION 2020-22

SUPERVISOR INVESTIGATOR
Dr. (Mrs.) Kuldeep Kaur Prabhpreet Kaur
Professor M.Ed. (G) sem III
Department of Education Department of Education
Panjab University, Chandigarh Roll no 24

DEPARTMENT OF EDUCATION
PANJAB UNIVERSITY, CHANDIGARH
Introduction
‘‘Students are – with their specific perspective – competent judges
of teaching and it makes sense, yet imposes itself, to use their
assessments for the improvement of teaching.’’
Translated from Ditton and Arnoldt (2004), p. 168

Students adopting an active role in their own learning is critical in the design of teaching and
learning experiences. Assessment is a key component of the education process and strategies
involving feedbacks are considered beneficial to the overall teaching learning process
(Georgetta Ion, Angelina Sánchez Martí & Ingrid Agud Morell ,2018).
Feedback is one of the most powerful influences on learning and achievement and its
impact can be positive or negative depending upon the mindset of the receiver. This research
analyses the effect feedback and reviews the evidence related to its impact on learning and
achievement by testing the effectiveness of administration of feedback to the teachers and
improving their teaching efficacy, thereby enhancing the teaching-learning environment as a
whole. Understanding the intended and perceived purpose, meaning and value of feedback by
students is a critical first condition for effective feedback uptake. Feedback purpose can affect
the content, structure and delivery of the feedback message. Feedback can have different
meanings dependent on an individual’s interpretation of the information contained in the
message. The construction and accuracy of the feedback, as well as the affective dimensions of
how the message is delivered and received, will reflect the value attributed to the feedback
(Fabienne Van Der Kleij & Lenore Adie, 2020).
Receiving feedback from students has become a normal part of life for university
teachers worldwide. This puts pressure on them from several sides and may be an influential
factor that leads them to tailor their teaching to students’ preferences. The aim of this study was
to investigate teachers’ perceptions of student feedback and how it affects their teaching
choices. The main effect of positive student feedback is a confirmation of actual effective
teaching and thus, additional motivation to improve teaching further. In addition, discussing the
results with students appears to play an important role in the process of data use. Teachers can
gain additional motivation for the improvement of their teaching through a constructive
discussion, and at the same time can agree on specific measures for instructional development
with their students (Holger Gaertner ,2014).
Quality of teaching should be fostered in teacher education, more precisely, teacher
education should foster aspects of quality of teaching, such as instructional clarity, teacher–
student relationship and performance monitoring (Darling-Hammond 2000; Hattie 2009).
Ratings given by students in a classroom can act as a powerful tool for the assessment of the
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quality of teaching. Comparing self-perceived quality of teaching to students’ perception can
be used in higher education to improve the quality of teaching of pre-service teachers in teacher
education. Aspects of quality of teaching can be compared across perspectives, and teacher
education should encourage pre-service teachers to use students’ feedback as a valuable
resource for improving their quality of teaching (Krammer, Pflanzl & Mayr, 2018).
Although the reliability and validity of student perceptions of teaching are regularly
confirmed, the student perspective in the evaluation of teaching is still viewed with scepticism.
This study examines the effects of student feedback and its influence on the improvement of
the teaching efficacy. For this purpose, 40 pre service teachers who have started their B.Ed.
teaching internship in Chandigarh were surveyed using a self-designed questionnaire. Using
multiple regressions, self-reported changes in teaching can be predicted from existing levels of
motivation and the constructiveness of the discussion between students and the classroom
teacher. Externally motivated student feedback appears to lead to changes in the classroom as
well.
Teachers too, perceive their feedback very differently emotionally.

Some welcome it, while others are more reluctant. Ryan, Anderson, and
Birchler (1980), in a rather dated study, report reduced job satisfaction and
morale and a more negative view of the university administration after
receiving regular student feedback, while Beran and Rokosh (2009), in a more
recent study, show a moderately positive attitude towards evaluations. Moore
and Kuol (2005) show that some teachers focus more on the negative feedback,
while others focus more on the positive feedback, and that this might not
always be consistent with a sensible valuation of the feedback. Teachers also
report a feeling of nervousness and anxiety about receiving student evaluations
(Yao and Grady 2005), although insulting comments are unusual (Tucker
2014). Many take the feedback very personally and are devastated by negative
feedback, which demonstrates the close link between their personal identity
and student feedback (Arthur 2009). Previous studies have also found that
teachers who rated themselves more favourably than they were rated by the
students were also influenced to a larger extent by student feedback (Centra
1973), as this clashed with their self-image. (Jonas Flodén, 2016, page 3)

The aim of this study is to investigate how student feedback influences the teaching choices
made by the teacher in higher education and how teachers react to student feedback, and the

3
teachers’ perceptions of student feedback thus offering practical implications in improving the
quality of higher education.

Review of the Literature


Ann Poulos & Mary Jane Mahony (2008) conducted a study demonstrating the
effectiveness of feedback from a students’ perspective. This study was carried out in the Faculty
of Health Sciences at the University of Sydney, a very large faculty (5000 students) with
numerous allied health courses using a qualitative methodology. Four focus groups were
convened that involved student volunteers from a range of Schools within the Faculty. The
study set out to gain a deeper understanding of the meaning and significance of feedback for
students and the interpretation of ‘effective’ from the students’ perspective. Thematic analysis
was applied to the data. Three key dimensions emerged from the data, relating to effectiveness
of feedback. They were: perceptions of feedback, impact of feedback and credibility of
feedback.
Margaret Price, Karen Handley, Jill Millar & Berry O'Donovan (2010) undertook a
three-year study to investigate how to engage students more effectively with assessment
feedback. The study was undertaken in the business schools of three partner universities (one
traditional and two ‘new’ universities) in the UK. The participants in the study included
undergraduate and postgraduate students and also the staff who taught across a range of
disciplines of subjects within the different business schools. In order to elicit staff and student
perspectives and experiences of feedback, a range of data were collected using four main
techniques: first, 35 semi structured interviews with students (no. 15) and staff (no. 20) to
investigate their perspectives and experiences of feedback in a higher education context;
second, seven case studies across the three partner institutions to investigate different feedback
methods; third, 776 questionnaires completed by students to ascertain student evaluations of
different forms of feedback; and fourth, a series of initiatives undertaken in the business schools
aimed at investigating issues raised through initial findings based on the other data collection
strands. Students and staff made clear that effective feedback depends upon a range of factors
that lead to a relational dialogic process which impacts on the development of student
understanding of their subject and their learning. Therefore, judgements about effectiveness
may require the use of input, process and output measures. However, meaningful evaluation
requires a common agreement on the purpose of feedback or at least dialogue about purpose
among the key players.
Peter Ferguson (2011) conducted a study of 465 graduate students and 101
undergraduate students studying teacher education at a major Australian university. The study

4
used a questionnaire (with a mix of open and closed questions) as the data collection instrument.
Participants were from three different pre-service education programmes within the university:
one a four-year undergraduate programme (B.Ed.), one a one-year graduate programme
(DipEd), and the third a two-year graduate programme (B.Tech.). The study investigated what
students perceived to be effective, quality feedback based upon their extensive higher education
experiences. Students identified preferences in regard to form, detail and timing of assessment
feedback. The research was designed to investigate the type, quantity and quality of assessment
feedback students would prefer to receive within both graduate and undergraduate pre-service
teacher education programmes and to determine what students believed would constitute
effective, quality feedback procedures for them.
Holger Gaertner (2014) conducted a qualitative interview study to examine how
teachers perceive and use feedback from students. This study examines the effects of student
feedback. For this purpose, 305 teachers who are users of a web-based student feedback system
that is available in the states of Berlin and Brandenburg (Germany) were surveyed using a self-
designed questionnaire. Using multiple regressions, self-reported changes in teaching can be
predicted from existing levels of motivation and the constructiveness of the discussion between
students and the classroom teacher. Externally motivated student feedback appears to lead to
changes in the classroom as well. The results argue for the integration of student feedback into
a school-wide quality management system.
Tang Howe Eng, Alif Faisal Ibrahim, Noor Emma Shamsuddin (2014) developed a
Students Feedback Online (SuFO) for evaluating the overall teaching and learning components
in terms of lecturer’s quality assurance and performance, content and infrastructure. The
objective of this study was to investigate the perception of students towards SuFO survey and
was conducted at one of the campuses of a public university in the centre region of Sarawak,
Malaysia. A total of 158 full time diploma students completed a questionnaire about views on
the perceptions of students towards SuFO survey. The findings revealed the needs to investigate
the students’ perceptions of students’ evaluations of teaching. According to Ahmad and Hana
(2007), the majority of students felt that the university should continue to have students evaluate
their instructors and that the students’ evaluations of teaching enables students to voice their
opinions about teaching.
Jonas Flodén (2016) investigated the teachers’ perceptions of student feedback and how
it affected their teaching choices. A survey was sent out to all teachers at the School of Business,
Economics and Law at the University of Gothenburg, Sweden. The study found that student
feedback is perceived positively by university teachers, has a large impact on their teaching and
helps improve courses. Student feedback pushes teaching in the direction of fewer lectures and

5
more tutorials, seminars and case studies. Teachers receiving negative student feedback
experience more negative feelings related to the feedback, and are also more likely to introduce
unjustified changes to their teaching in order to please students. These teachers also tend to
have less teaching experience. However, a very large majority of teachers have a high level of
professional pride and integrity and do not make (as they perceive them) unjustified changes to
their teaching.
John Hattie and Helen Timperley (2016) provided a conceptual analysis of feedback
and reviews the evidence related to its impact on learning and achievement. This evidence
showed that although feedback is among the major influences, the type of feedback and the way
it is given can be differentially effective. A model of feedback was proposed that identified the
particular properties and circumstances that make it effective, and some typically thorny issues
were discussed, including the timing of feedback and the effects of positive and negative
feedback. Finally, this analysis was used to suggest ways in which feedback could be used to
enhance its effectiveness in the classrooms.
Phillip Dawson, Michael Henderson, Paige Mahoney, Michael Phillips, Tracii Ryan,
David Boud & Elizabeth Molloy (2018) conducted a qualitative investigation of what educators
and students think the purpose of feedback is, and what they think makes feedback effective.
To do so, they administered a survey on feedback that was completed by 406 staff and 4514
students from two Australian universities. Inductive thematic analysis was conducted on data
from a sample of 323 staff with assessment responsibilities and 400 students. Staff and students
largely thought the purpose of feedback was improvement. With respect to what makes
feedback effective, staff mostly discussed feedback design matters like timing, modalities and
connected tasks. In contrast, students mostly wrote that high-quality feedback comments make
feedback effective – especially comments that are usable, detailed, considerate of affect and
personalised to the student’s own work.
Georg Krammer, Barbara Pflanzl & Johannes Mayr (2018) aimed to combine two
viewpoints of teacher education (1) the teacher education viewpoint on how pre-service
teachers can improve aspects of their quality of teaching by practitioner research, and (2) the
measurement viewpoint on how aspects of quality of teaching are being measured differently
or similarly from the perspective of pre-service teachers and their students; and examined
whether the assessment of aspects of quality of teaching measures the same constructs across
pre-service teachers and their students by means of measurement invariance analyses. For their
research, 272 preservice teachers in teacher education rated aspects of their quality of teaching,
and were rated by their 4851 students. The study offered strong support that assessments of
aspects of quality of teaching from the perspectives of pre-service teachers and their students

6
can be directly compared. The students’ ratings can be a valuable resource for fostering quality
of teaching among pre-service teachers and the teacher education should make pre-service
teachers aware of their level of their quality of teaching by using the students’ feedback.
Georgeta Ion, Angelina Sánchez Martí & Ingrid Agud Morell (2018) coordinated
research that aimed to analyse the benefits giving and receiving feedback have for students’
development of cognitive and metacognitive, affective and professional competences. 188
students enrolled in teacher education answered a survey. Results indicate that, after providing
feedback, the students perceived a better learning experience and an increased sense of
commitment to their own learning and their colleagues’ progress. A key finding from this study
was the role of students in their own learning. As most participants recognised, providing
feedback helped them improve their learning, which is a clear indicator that students want to
adopt an active role in their own learning and consider their involvement critical in the design
of teaching and learning experiences. To achieve the greatest advantages, feedback must be
accompanied by tutoring and mentoring to ensure positive connections with the task, address
doubts and clarify the comments received.
Therese N. Hopfenbeck (2020) conducted research in order to check the efficacy of
feedbacks. The assessment task consisted of a student’s conversation with a simulated patient
(an actor), which was recorded and assessed. A total of 128 students from a university in
Arnhem and Nijmegen in The Netherlands participated, during their second year of their
bachelor health programme, including their two teacher assessors. Half of the students were
offered to use feedback request forms where they could suggest what they wanted to have
feedback on from their teacher. Students were asked to respond to the Feedback and Assessment
Perception Questionnaire (FAPQ), and the Motivation Strategies for Learning Questionnaire
(MSLQ) (Pintrich, Smith, García, & McKeachie 1993) on their motivational orientation.
Results demonstrated that students who received verbal feedback perceived it to be better, of
higher quality and more useful than students who received written feedback. Contrary to the
researchers’ expectations from previous research, no impact was found on students’ perception,
self-efficacy or motivation when using the feedback request form, and the researchers therefore
write their study cannot conclude that feedback request forms can influence students’ perceived
feedback, self-efficacy and motivation more, when feedback between teachers and student is
communicated verbally.
Fabienne Van Der Kleij & Lenore Adie (2020) wrote a paper detailing an in-depth study
of secondary teachers’ and students’ reflective comments on classroom oral feedback. The
study examined perceptions of teachers and students in English and mathematics classroom
interactions. Key findings showed that much teacher feedback was not recognised by students,

7
and that when feedback was recognised it was often not perceived as the teacher had intended.
Further, feedback in mathematics was more often recognised and perceived as intended
compared to English. The study provides evidence that feedback perceptions – and thus
feedback effectiveness – are context-dependent, subject-dependent, and individual-dependent.
From above studies, it can be stated that students should be involved more in the
teaching learning processes. The feedback from the students can help in deducing the need of
the hour, and the general requirements that a teacher is supposed to meet in order to teach
effectively, and convey their teachings thoroughly. All these researches were focussed on
highlighting the role of constructive feedback and its effect on the overall educational system.
Not only is the feedback necessary for the teacher to self-reflect, it helps the students take
control of their own needs and requirements and thus in the enhancement of their learning
experiences. Student feedback is perceived positively by university teachers, has a large impact
on their teaching and helps improve courses (Jonas Flodén, 2016).

Significance
Feedback is potentially a significant lever for enhancing student learning, yet at the same
time full of complexities and challenges (Carless and Boud, 2018). Academics spend a lot of
time marking student work and providing comments (e.g. Tuck, 2018), whereas students often
complain that they do not receive much useful or timely feedback (e.g. Forsythe and Johnson,
2017). Providing employees with feedback has also become increasingly prevalent in
education. Many schools use students’ evaluations of teachers to enable and motivate teachers
to improve teaching. Moreover, students’ evaluations sometimes play a role in tenure, bonus,
and pro motion decisions (Watts and Becker, 1999). There is by now an extensive literature
that studies the use of students’ evaluations in education. Cohen (1980) and Marsh (2007)
present overviews of the literature.
There is the general view that student feedback is a valid measure of instructional
effectiveness (Greenwald, 2002; Spooren et al., 2013) and it provides valuable insights related
to learning and teaching practices (Alderman et al., 2012; Kinash et al., 2015; Palmer, 2012).
Quantitative feedback enables academics and other leaders to identify areas of good practices
and areas needing improvement.
If we study a group of pupil teachers who have yet to officially work at a school, who
haven’t made use of any formal student feedback system, we can collect student evaluations on
the pupil teachers and find a method of using the collected feedback to not only improve the
teaching abilities of a teacher, but also to verify the teachers’ self-assessments. If, a teacher
receives student evaluation scores that are very similar to their own self-assessment, they have

8
a little reason to adjust teaching practices but in contrast, if the students express the views that
are much less favourable than the teacher’s self-assessment, the teacher may try to improve,
resulting in better scores a year later. Feedback may also affect teachers’ perception of the
effectiveness of their teaching methods or style, and, hence, make them reconsider their
methods. (M. Buurman, J. Delfgaauw and R. Dur et al. ,2020)
Hence, the present study is an attempt in the direction to investigate the effect of
feedback given by the students in a classroom setting, and studying its effect on the teaching
choices of a teacher and also in comparing the teachers’ own self perceived quality of teaching
with the students’ perception of the same.

Statement of the Problem


The present study, therefore, is an endeavour to find the aforementioned relationships. The
title of the study reads as under:

“EFFECT OF STUDENTS’ FEEDBACK ON THE


TEACHING EFFICACY OF PRE-SERVICE TEACHERS”

Research questions
The study focuses on answering the following questions:
1. Does student feedback play an important role in enhancing the teaching learning
experience?
2. Does the feedback provided by the students affect the teaching efficacy positively or
negatively?
3. Are the teachers’ self-perceptions similar to the students’ observations?
4. Is learning from feedback gender dependent among the prospective teachers?

Objectives of the Study


The study will be conducted to attain the following objectives:
1. To investigate the effect of students’ feedback on the teaching outcomes of the pupil
teacher.
2. To compare the pupil teachers’ self-assessment with the students’ perspective.
3. To study the attitude of male and female prospective teachers towards the feedback
given by their students.

9
4. To study the change in the attitude towards teaching of the pupil teacher based on the
outcomes of the feedback.

Hypotheses
The study will be conducted test the following hypotheses:
1. There are no significant changes in the teaching efficacy of the pupil teacher upon
receiving the student feedback.
2. There is no significant difference between the attitude of male and female pupil teachers
towards the students’ feedbacks.
3. There is no significant difference between the pupil teachers’ self-perception of their
teaching ability and the students’ perception of their teaching capabilities.

Methodology
Design of the Study
The research is quantitative in nature, and would be done on pupil teachers going out for their
internships, and the treatment would be administered for over a period of a month or 1.5 months.
The internships start from the month of August, so the pre-testing would be done by the end of
September, and the final testing would be done by the end of November. The pupil teachers
would be divided into four groups with the same ratio of male and female pupil teachers. Out
of these four groups, one would be the “Experimental group” (E) and the other three would be
Control Group I, II and III (C1, C2 & C3) respectively. Questionnaires would be used to collect
the feedback data and the results would be evaluated using the data collected. Out of the four
groups, treatment would be implemented to the groups E and C1 at the beginning of the study.
The outcomes of the feedback treatment would be shared with the pupil teachers belonging to
the group E. The other group of teachers (C1) was evaluated but did not receive any personal
feedback.
After the treatment period all the four groups receive final feedback and the data is collected to
reach the final result.
In the study, the students’ feedback is the independent variable whereas the changes in the
teaching efficacy of the teacher will be dependent variable.

Sample
The sample will comprise of the prospective B.Ed. teachers studying in the education college
of Chandigarh. 40 Pupil teachers studying in the college will be selected during their internship
period during the Third semester of their B.Ed. degree. These 40 pupil teachers would be

10
divided into four groups of 10 teachers each via random sampling. Care would be taken to have
an equivalent ratio of male and female pupil teachers in each group. Out of these four groups,
one would be the “Experimental group” and the other three would be Control Group I, II and
III respectively. For each teacher, feedback would be taken from 20 students, thus a total of 800
students would be participating in the research from various Government schools of
Chandigarh. These students would belong to classes VI-IX and XI and would be selected in
accordance with the class assigned to the teacher being selected for the research.

Tool for data collection


A Feedback questionnaire comprising of 20 questions would be used to collect the data from
the students, while another Questionnaire would be created for the teacher in order to fill it by
assessing their own teaching abilities. The collected data would be then evaluated.

Statistical Tools/Technique to be used


Descriptive and inferential statistics will be used to analyse and interpret the data that will be
obtained.

Delimitation of the Study


The underlying assumptions here are that
1. The pupil teachers care about their student evaluation scores, that these scores are
affected by teachers’ effort and talent, and the teacher is eager to change their teaching
methods in accordance with the students’ requirements.
2. The students are honest and accurate in answering the questions in the questionnaire.
3. It is possible that the pupil teachers did respond to receiving feedback, but in ways not
perceived by students or not captured by the student evaluations, but was instead due to
feedback received from their respective guide teachers and seniors.
4. The pupil teacher was motivated intrinsically to change and improve their methods of
teaching, and the changes weren’t overly dependent on the feedback that was received.
5. The study conducted limits to pupil teachers of a single B.Ed. College of Chandigarh.
6. The time duration is less to observe major changes.

References
1. Ann Poulos & Mary Jane Mahony (2008) Effectiveness of feedback: the students’
perspective, Assessment & Evaluation in Higher Education, 33:2, 143-154, DOI:
10.1080/02602930601127869

11
2. Fabienne Van Der Kleij & Lenore Adie (2020): Towards effective feedback: an
investigation of teachers’ and students’ perceptions of oral feedback in classroom
practice, Assessment in Education: Principles, Policy & Practice, DOI:
10.1080/0969594X.2020.1748871
3. Georg Krammer, Barbara Pflanzl & Johannes Mayr (2018): Using students’ feedback
for teacher education: measurement invariance across pre-service teacher-rated and
student-rated aspects of quality of teaching, Assessment & Evaluation in Higher
Education, DOI: 10.1080/02602938.2018.1525338
4. Georgeta Ion, Angelina Sánchez Martí & Ingrid Agud Morell (2018): Giving or
receiving feedback: which is more beneficial to students’ learning?, Assessment &
Evaluation in Higher Education, DOI: 10.1080/02602938.2018.1484881
5. H. Gaertner. Effects of student feedback as a method of self-evaluating the quality of
teaching. Studies in Educational Evaluation (2014),
http://dx.doi.org/10.1016/j.stueduc.2014.04.003
6. Hattie, John, and Helen Timperley. “The Power of Feedback.” Review of Educational
Research, vol. 77, no. 1, 2007, pp. 81–112. JSTOR,
http://www.jstor.org/stable/4624888. Accessed 20 Aug. 2022.
7. Jonas Flodén (2016): The impact of student feedback on teaching in higher education,
Assessment & Evaluation in Higher Education, DOI: 10.1080/02602938.2016.1224997
8. Margaret Price, Karen Handley, Jill Millar & Berry O'Donovan (2010) Feedback: all
that effort, but what is the effect? Assessment & Evaluation in Higher Education, 35:3,
277-289, DOI: 10.1080/02602930903541007
9. Margaretha Buurman, Josse Delfgaauw, Robert Dur, Robin Zoutenbier (2020) When
do teachers respond to student feedback? Evidence from a field experiment
https://www.sciencedirect.com/science/article/abs/pii/S0927537120300622?via%3Dih
ub
10. Peter Ferguson (2011) Student perceptions of quality feedback in teacher education,
Assessment & Evaluation in Higher Education, 36:1, 51-62, DOI:
10.1080/02602930903197883
11. Phillip Dawson, Michael Henderson, Paige Mahoney, Michael Phillips, Tracii Ryan,
David Boud & Elizabeth Molloy (2018): What makes for effective feedback: staff and
student perspectives, Assessment & Evaluation in Higher Education, DOI:
10.1080/02602938.2018.1467877
12. Therese N. Hopfenbeck (2020) Making feedback effective? Assessment in Education:
Principles, Policy & Practice, 27:1, 1-5, DOI: 10.1080/0969594X.2020.1728908

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