The special topic calls for papers on “Making Sense of Assessment Feedback in Higher Education” and such papers will appear in Higher Education of Social Science as a special column.
Affiliated research area: Assessment Feedback, Higher Education, Feedback Gap, Feedback, Landscape
One article presents a thematic analysis of the research evidence on assessment feedback in higher education (HE) from 2000 to 2012. The focus of the review is on the feedback that students receive within their coursework from multiple sources. The aims of this study are to (a) examine the nature of assessment feedback in HE through the undertaking of a systematic review of the literature, (b) identify and discuss dominant themes and discourses and consider gaps within the research literature, (c) explore the notion of the feedback gap in relation to the conceptual development of the assessment feedback field in HE, and (d) discuss implications for future research and practice. From this comprehensive review of the literature, the concept of the feedback landscape, informed by sociocultural and socio-critical perspectives, is developed and presented as a valuable framework for moving the research agenda into assessment feedback in the forward.
In addition to the Review and Original Articles by invited speakers, we are inviting you to submit a relevant research paper on “Making Sense of Assessment Feedback in Higher Education” for consideration. Papers will be subject to normal peer review and must comply with the Guide for Authors.
To submit papers to the “Making Sense of Assessment Feedback in Higher Education” Special Topic, please go to http://www.cscanada.net. With your submission, please state clearly to the editor that your manuscripts are submitted to the Special Topic “Making Sense of Assessment Feedback in Higher Education”.
Related Journals (Special issue):
Higher Education of Social Science Journal, ISSN 1927-0232 [Print]; ISSN 1927-0240 [Online].
Making Sense of Assessment Feedback in Higher Education doi: 10.3102/0034654312474350
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