Feedback, research, teachers, evaluationRetroalimentación, investigación, docentes, evaluación

Adair-Hauck, Bonnie & Troyan, Francis John (2013). A Descriptive and Co- Constructive Approach to Integrated Performance Assessment Fee- dback. Foreign Language Annals, 46 (1), 23-44.

Adcroft, Andy & Willis, Robert (2013). Do those who benefit the Most Need it the Least? A Four-Year Experiment in Enquiry-Based Feedback. As- sessment & Evaluation in Higher Education, 38 (7), 803-815.

Agius, Natalie M. & Wilkinson, Ann (2014). Students' and Teachers' Views of Written Feedback at Undergraduate Level: A Literature Review. Nurse Education Today, 34 (4), 552-559. doi:10.1016/j.nedt.2013.07.005

Akkuzu, Nalan (2014). The Role of Different Types of Feedback in the Reci- procal Interaction of Teaching Performance and Self-efficacy Belief. Australian Journal of Teacher Education, 39 (3), 37-66. Disponible en: http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2207&context=ajte

Anderson, Kenneth; Benson, Cathy & Lynch, Tony (2001). Feedback on Writing: Attitudes and Uptake. Edinburgh Working Papers in Applied Linguistics, 11, 1-20. Disponible en: http://files.eric.ed.gov/fulltext/ED463672.pdf

Atkinson, Doug & Lim, Siew Leng (2013). Improving Assessment Processes in Higher Education: Student and Teacher Perceptions of the Effectiveness of a Rubric Embedded in a LMS [Learning Management System]. Australasian Journal of Educational Technology, AJET, 29 (5), 651-666. Disponible en: https://ajet.org.au/index.php/AJET/article/view/526/755


Auld, Glenn; Ridgway, Avis & Williams, Judy (2013). Digital Oral Feedback on Written Assignments as Professional Learning for Teacher Educators: A Collaborative Self-Study. Studying Teacher Education, 9 (1), 31-44. Disponible en: https://www.researchgate.net/publication/262971244_Digital_Oral_Feedback_on_Written_Assignments_as_Professional_Learning_for_Teacher_Educators_A_collaborative_self-study


Bailey, Richard & Garner, Mark (2010). Is the Feedback in Higher Education Assessment worth the Paper it is Written On? Teachers' Reflections on their Practices. Teaching in Higher Education, 15 (2), 187-198. doi: 10.1080/13562511003620019. Disponible en: https://www.researchgate.net/publication/232849839_Is_the_feedback_in_higher_education_assessment_worth_the_paper_it_is_written_on_Teachers'_reflections_on_their_practices


Barney, Sebastian; Khurum, Mahvish; Petersen, Kai; Unterkalmsteiner, Michael & Jabangwe, Ronald (2012). Improving Students with Rubric-Based Self-Assessment and Oral Feedback. IEEE Tran- sactions on Education, ToE, 55 (3), 319-325.

Beaumont, Chris; O’Doherty, Michelle & Shannon, Lee (2011). Reconceptualising Assessment Feedback: A Key to Improving Student Lear- ning? Studies in Higher Education, 36 (6), 671-687. doi: 10.1080/03075071003731135. Disponible en: https://blogs.deakin.edu.au/ innovation-in-psychology/wp-content/uploads/sites/24/2013/11/2011_improving_assessment_feedback_dialogic_model.pdf

Bianchini, Stefano (2014). Feedback Effects of Teaching Quality Assessment: Macro and Micro Evidence. Assessment & Evaluation in Higher Education, 39 (3), 380-394.

Biggs, John & Tang, Catherine (2007). Teaching for Quality Learning at University. New York: The Society for Research into Higher Education, SRHE & Open University Press. Disponible en: http://www.umweltbildung-noe.at/upload/files/OEKOLOG%202014/2_49657968-Teaching-for- Quality-Learning-at-University.pdf

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Blair, Alasdair; Wyburn-Powell, Alun; Goodwin, Mark & Shields, Sam (2014). Can Dialogue Help to Improve Feedback on Examinations? Studies in Higher Education, 39 (6), 1039-1054. doi: 10.1080/03075079.2013.777404. Disponible en: https://dora.dmu.ac.uk/handle/2086/ 10245?show=full

Bloxham, Sue & Campbell, Liz (2010). Generating Dialogue in Assessment Feedback: Exploring the Use of Interactive Cover Sheets. Assessment & Evaluation in Higher Education, 35 (3), 291-300. Disponible en: http://www.library.uwa.edu.au/__data/assets/pdf_file/0005/1888439/Blox ham-2010.pdf

Boud, David & Molloy, Elizabeth (2013). Rethinking Models of Feedback for Learning: the Challenge of Design. Assessment & Evaluation in Higher Education, 38 (6), 698-712. doi: 10.1080/02602938.2012.691462. Disponible en: http://www.tandfonline.com/doi/full/10.1080/0 2602938.2012.691462

Brown, Gavin T. L.; Harris, Lois R. & Harnett, Jennifer (2012). Teacher Beliefs about Feedback within an Assessment for Learning Environment: Endorsement of Improved Learning over Student Well-Being. Teaching and Teacher Education, 28 (7), 968-978. doi:10.1016/j.tate.2012.05.003. Dispo- nible en: http://www.academia.edu/1786470/ Teacher_beliefs_about_feedback_within_an_Assessment_for_Learning_environment_Endorsement_of_improved_learning_over_student_ well-being

Buhagiar, Michael A. (2013). Mathematics Student Teachers' Views on Tutor Feedback during Teaching Practice. European Journal of Teacher Education, 36 (1), 55-67.

Burnett, Paul C. & Mandel, Valerie (2010). Praise and Feedback in the Primary Classroom: Teachers' and Students' Perspectives. Australian Journal of Educational & Developmental Psychology, 10, 145-154.

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Carless, David (2006). Differing Perceptions in the Feedback Process. Studies in Higher Education, 31 (2), 219-233. doi: 10.1080/03075070600572132. Disponible en: http://www.teachit.so/index_ htm_files/Carless2006.pdf

Carless, David; Salter, Diane; Yang, Min & Lam, Joy (2011). Developing Sustainable Feedback Practices. Studies in Higher Education, 36 (4), 395- 407. Disponible en: http://davidcarless.edu.hku.hk/wp-content/uploads/Developing-sustainable-feedback-practices.pdf

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Cathcart, Abby; Greer, Dominique A. & Neale, Larry (2014). Learner-Focused Evaluation Cycles: Facilitating Learning Using Feedforward, Concurrent and Feedback Evaluation. Assessment & Evaluation in Higher Education, 39 (7), 790- 802. Disponible en: http://eprints.qut.edu.au/65471/3/65471.pdf

Chen, Ching-Huei; Chung, Min-Yu & Wu, Wen-Chi (2013). The Effects of Faded Prompts and Feed-back on College Students' Reflective Writing Skills. Asia Pacific Education Researcher, 22 (4), 571-583.

Cohen, Andrew D. & Cavalcanti, Marilda C. (2009). Giving and Getting Feedback on Composition: A Comparison of Teacher and Student Verbal Report. Evaluation & Research in Education, 1 (2), 63-73. Disponible en: http://anothersample.net/giving-and-getting-feedback-on-composition-a-comparison-of-teacher-and-student-verbal-report

Cotner, Sehoya H.; Fall, Bruce A.; Wick, Susan M.; Walker, John D. & Baepler, Paul M. (2008). Rapid Feedback Assessment Methods: Can We Improve Engagement and Preparation for Exams in Large-Enrollment Courses? Journal of Science Education and Technology, 17 (5), 437-443. Disponible en: http://booksc.org/book/19351946

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Davis, Gary E. & McGowen, Mercedes A. (2007). Formative Feedback and the Mindful Teaching of Mathematics. Australian Senior Mathematics Journal, ASMJ, 21 (1), 19-30. Disponible en: https://www.researchgate.net/publication/259196113_Formative_feedback_and_the_mindful_teaching_of_mathematics

Debuse, Justin C. W.; Lawley, Meredith & Shibl, Rania (2008). Educators' Perceptions of Automated Feedback Systems. Australasian Journal of Educational Technology, 24 (4), 374-386. Disponible en: http://citeseerx.ist.psu.edu/viewdoc/downlo ad?doi=10.1.1.572.3812&rep=rep1&type=pdf

Devi, Vasudha; Mandal, Tatiyana; Kodidela, Sunita & Pallath, Vinod (2012). Integrating Students' Reflection-in-Learning and Examination Performance as a Method for Providing Educational Feedback. Journal of Postgraduate Medicine, 58 (4), 270-274. Disponible en: http://www.jpg- monline.com/article.asp?issn=0022-3859;year=2012;volume=58;issue=4;spage=270;epage=274;aulast=Devi


DiBattista, David; Mitterer, John O. & Gosse, Leanne (2004). Acceptance by Undergraduates of the Immediate Feedback Assessment Technique for Multiple-Choice Testing. Teaching in Higher Edu- cation, 9 (1), 17-28.

Diggelen, Migchiel van; Brok, Perry den & Beijaard, Douwe (2013). Teachers' Use of a Self-Assessment Procedure: the Role of Criteria, Stan- dards, Feedback and Reflection. Teachers and Teaching, 19 (2), 115-134.

Dixon, Helen & Haigh, Mavis (2009). Changing Mathematics Teachers' Conceptions of Assessment and Feedback. Teacher Development: An International Journal of Teachers' Professional Development, 13 (2), 173-186. doi: 10.1080/13664530903044002

Dowden, Tony; Pittaway, Sharon; Yost, Helen & Mc- Carthy, Robin (2013). Students' Perceptions of Written Feedback in Teacher Education: Ideally Feedback is a Continuing Two-Way Communication that Encourages Progress. Assessment & Evaluation in Higher Education, 38 (3), 349-362. doi: 10.1080/02602938.2011.632676

Draper, Stephen W. (2009). What Are Learners Actually Regulating when Given Feedback? British Journal of Educational Technology, BJET, 40 (2), 306-315.

Dube, Cecilia; Kane, Sandra & Lear, Miriam (2012). The Effectiveness of Students Redrafting Continuous Assessment Tasks: the Pivotal Role of Tutors and Feedback. Perspectives in Education, 30 (3), 50-59.

Duijnhouwer, Hendrien; Prins, Frans J. & Stokking, Karel M. (2010). Progress Feedback Effects on Stu- dents' Writing Mastery Goal, Self-Efficacy Beliefs, and Performance. Educational Research and Evaluation: An International Journal on Theory and Practice, 16 (1), 53-74.

Elashri, Ismail Ibrahim Elshirbini Abdel Fattah (2013). The Impact of the Direct Teacher Feedback Strategy on the EFL [English as a Foreign Language] Secondary Stage Students' Writing Performance. Disponible en: http://eric.ed.gov/?id=ED540631

Ellery, Karen (2008). Assessment for Learning: A Case Study Using Feedback Effectively in an Essay-Style Test. Assessment & Evaluation in Higher Education, 33 (4), 421-429.

Entwistle, Noel (2000). Promoting Deep Learning through Teaching and Assessment: Conceptual Frameworks and Educational Contexts. Paper presented at the Teaching and Learning Research Programm [TLRP] Conference, Leicester. Disponible en: http://www.etl.tla.ed.ac.uk/docs/entwistle2000.pdf

Etkina, Eugenia (2000). Weekly Reports: A Two-Way Feedback Tool. Science Education, 84 (5), 594-605. Disponible en: https://www.research-gate.net/publication/229991267_Weekly_Reports_A_Two-Way_Feedback_Tool

Evans, Carol (2013). Making Sense of Assessment Feedback in Higher Education. Review of Educational Research, 83 (1), 70-120. doi:10.3102/0034654312474350. Disponible en: http://eprints.soton.ac.uk/373281/1/70.full.pdf

Fletcher, Richard B.; Meyer, Luanna H.; Anderson, Helen; Johnston, Patricia & Rees, Malcolm (2012). Faculty and Students Conceptions of Assessment in Higher Education. Higher Education, 64 (1), 119-133.

Gabelica, Catherine; Bossche, Piet van den; Segers, Mien & Gijselaers, Wim (2012). Feedback, a Powerful Lever in Teams: A Review. Educational Research Review, 7, 123-144. doi:10.1016/j.edurev.2011.11.003

Gibbs, Graham & Simpson, Claire (2009). Condiciones para una evaluación continuada favorecedora del aprendizaje. Barcelona: Instituto de Ciencias de la Educación de la Universidad de Barcelona, ICE y Ediciones OCTAEDRO, S.L., Colección Cuadernos de Docencia Universitaria 13. Disponible en: http://www.ub.edu/ice/sites/default/files/docs/qdu/13cuaderno.pdf

Grainger, Peter; Purnell, Ken & Zipf, Reyna (2008). Judging Quality through Substantive Conversations between Markers. Assessment & Evaluation in Higher Education, 33 (2), 133-142.

Guasch, Teresa; Espasa, Anna; Álvarez, Ibis M. & Kirschner, Paul A. (2013). Effects of Feedback on Collaborative Writing in an Online Learning Environment. Distance Education, 34 (3), 324-338.

Gulikers, Judith T. M.; Bastiaens, Theo J.; Kirschner, Paul & Kester, Lies- beth (2006). Relations between Student Perceptions of Assessment Authenticity, Study Approaches and Learning Outcome. Studies in Educational Evaluation, 32, 381-400. Disponible en: https://www.researchgate.net/publication/40109369_Relations_between_student_perceptions_of_assessment_authenticity_study_approaches_ and_learning_outcome

Handley, Karen & Williams, Lindsay (2011). From Copying to Learning: Using Exemplars to Engage Students with Assessment Criteria and Feedback. Assessment & Evaluation in Higher Education, 36 (1), 95-118.

Hargreaves, Eleanore (2013). Inquiring into Children's Experiences of Teacher Feedback: Reconceptualising Assessment for Learning. Oxford Review of Education, 39 (2), 229-246. Disponible en: http://discovery.ucl.ac.uk/1471462/1/Hargreaves_OXFORD%20REVIEW%20HARGREAVES%202013_template.pdf

Harman, Kerry & McDowell, Liz (2011). Assessment Talk in Design: the Multiple Purposes of Assessment in Higher Education. Teaching in Higher Education, 16 (1), 41-52. doi:10.1080/13562517.2010.507309

Harris, Lois; Irving, S. Earl & Peterson, Elizabeth (2008). Secondary Teachers' Conceptions of the Purpose of Assessment and Feedback. Paper presented to the Australian Association for Research in Education (AARE) Annual Conference December 2008, Brisbane, Australia. Disponible en: http://www.aare.edu.au/data/publications/2008/har08349.pdf

Harrison, Christine (2013). Collaborative Action Research as a Tool for Generating Formative Feedback on Teachers' Classroom Assessment Practice: the KREST Project. Teachers and Teaching: Theory and Prac- tice, 19 (2), 202-213, doi: 10.1080/13540602.2013.741839

Harrison, Christopher J.; Könings, Karen D.; Schuwirth, Lambert; Wass, Valerie & Vleuten, Cees van der (2015). Barriers to the Uptake and Use of Feedback in the Context of Summative Assessment. Advances in Health Sciences Education, 20 (1), 229-245. doi: 10.1007/s10459-014-9524-6

Hattie, John & Timperley, Helen (2007). The Power of Feedback. Review of Educational Research, 77 (1), 81-112. Disponible en: http://education.qld.gov.au/staff/development/performance/resources/readings/power-feedback.pdf

Havnes, Anton; Smith, Kari; Dysthe, Olga & Ludvigsen, Kristine (2012). Formative Assessment and Feedback: Making Learning Visible. Studies in Educational Evaluation, 38, 21-27.

Hendry, Graham D.; Bromberger, Nikki & Armstrong, Susan (2011). Constructive Guidance and Feedback for Learning: the Usefulness of Exemplars, Marking Sheets and Different Types of Feedback in a First Year Law Subject. Assessment & Evalua- tion in Higher Education, 36 (1), 1-11. Texto disponible en: http://www.library.uwa.edu.au/__data/assets/pdf_file/0007/1888459/Hendry.pdf

Jiao, Hui & Brown, Natalie (2012). Providing the Right Feedback to the Right Students: Applying an Innovative E-Assessment System in Engineering Education. Proceedings of the 23rd Annual Conference of the Australasian Association for Engineering Education, AAEE, 3-5 December 2012, Swinburne University of Technology, Melbourne, 1-9. Disponible en: http://ecite.utas.edu.au/81982

Jodaie, Mina; Branch, Tabriz; Farrokhi, Farahman & Zoghi, Masoud (2011). A Comparative Study of EFL [English as a Foreign Language] Teachers' and Intermediate High School Students' Perceptions of Written Corrective Feedback on Gram- matical Errors. English Language Teaching, 4 (4), 36-48. doi:10.5539/elt.v4n4p36. Disponible en: http://files.eric.ed.gov/fulltext/EJ1081040.pdf

Jonsson, Anders (2013). Facilitating Productive Use of Feedback in Higher Education. Active Learning in Higher Education, 14 (1), 63-76. Disponible en: https://feedbackesoe.wikispaces.com/file/view/Jonsson+2013+facilitating+productive+use+of+feedback+in+higher+education.pdf

Kane, Thomas J. & Staiger, Douglas O. (dirs.) (2012). Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains. Policy and Practice Brief. MET Project. Seattle, Washington: Bill & Melinda Gates Foundation. Disponible en: http://eric.ed.gov/?id=ED540960, http://k12education.gatesfoundation.org/wp-content/uploads/2015/12/MET_Gathering_Feedback_Practioner_Brief.pdf

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Vol. 9 Núm. 19 (2017)