• Bickle, M.C., and Rucker, R. (2018). Student-to-Student Interaction: Humanizing the Online Classroom Using Technology and Group Assignments. Quarterly Review of Distance Education, 19(1), 1-11.
  • Brookhart, S. M. (2008). How to give effective feedback to your students. Alexandria, Virginia: ASCD. Retrieved from https://www.nu.edu/resources/how-to-provide-effective-online-course-feedback-to-students/        
  • Boud, D., Cohen, R. and Sampson, J. (2001). Peer learning and assessment. In: Peer learning in higher education, Boud, D., Cohen, R. and Sampson, J. (eds) (pp. 67-81). London: Kogan Page. 
  • Carless, D. (2015). “Exploring learning-oriented assessment processes”. Higher Education, 69(6), 963-976.
  • Carles, D. (2018). Feedback loops and the longer-term: towards feedback spirals. Retrieved from:  https://www.tandfonline.com/doi/full/10.1080/02602938.2018.1531108?scroll=top&needAccess=true
  • Carless, D., and D. Boud. (2018). The Development of Student Feedback Literacy: Enabling Uptake of Feedback. Assessment and Evaluation in Higher Education, 43(8), 1315–25.
  • Crisp E.A., and Bonk J.C. (2018). Defining the Learner Feedback Experience. TechTrends, 62(6).
  • Esterhazy, R., and C. Damşa. (2017). Unpacking the Feedback Process: An Analysis of Undergraduate Students’ Interactional Meaning-Making of Feedback Comments. Studies in Higher Education, 44(2), 260-274.. doi:10.1080/03075079.2017.1359249.
  • Forsythe, A., and S. Johnson. (2017). Thanks, but No-Thanks for the Feedback. Assessment and Evaluation in Higher Education, 42(6), 850–9.
  • Hattie, J. and Clarke; S. (2019). Visible learning feedback, New York: Routledge.
  • Hattie, J. and Timperley. H. (2007). The Power of feedback. Review of Educational Research, 77, 81-112.
  • Jessop, T., and C. Tomas. (2017). The Implications of Programme Assessment Patterns for Student Learning. Assessment and Evaluation in Higher Education, 42(6), 990–9.
  • Murch, G. (2019). Fixing Feedback. Melbourne: Wiley.
  • Nasir, S.A.M., Yaacob, W.F.W. and Ismail, N.  (2019). The nature of online students’ feedback in higher education. Int. J. Innovation and Learning, 25(4), 377–392.
  • Nieminen, J. H., Tai, J., Boud, D., and Henderson, M. (2022). Student agency in feedback: beyond the individual. Assessment and Evaluation in Higher Education, 47(1), 95–108. https://doi.org/10.1080/02602938.2021.1887080
  • Pitt, E., Bearman, M., and Esterhazy, R. (2020). The conundrum of low achievement and feedback for learning. Assessment and Evaluation in Higher Education, 45(2), 239–250. https://doi.org/10.1080/02602938.2019.1630363
  • Ritchhart, R., Church, M., and Morrison, K. (2011). Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. (1st ed.) San Francisco, CA: Jossey-Bass.
  • Tricomi, E., and DePasque, S. (2016). The Role of Feedback in Learning and Motivation. Recent Developments in Neuroscience Research on Human Motivation (Advances in Motivation and Achievement, 19). Emerald Group Publishing Limited, Bingley. 175-202.  https://doi.org/10.1108/S0749-742320160000019015
  • Wisniewski, B., Zierer, K. and Hattie, J. (2020). The power of feedback revisited: a meta-analysis of educational feedback research. Retrieved from https://www.frontiersin.org/articles/10.3389/fpsyg.2019.03087/full

Modifié le: jeudi 9 février 2023, 09:10