References
Aropä (2018) ‘Aropä: Peer Review made Easy’. Glasgow: Aropä. Available at: www.dcs.gla.ac.
uk/~hcp/aropa/index.html [accessed 25 May 2021].
Bandura, A (1977) Social learning theory. Englewood Cliffs, NJ Prentice Hall.
Barrett, L C and Barrett, P S (2008) The management of academic workloads: full report on findings.
London: Leadership Foundation for Higher Education (LFHE).
Bloxham, S and Campbell, L (2010) ‘Generating dialogue in assessment feedback: exploring the use
of interactive cover sheets’, Assessment and Evaluation in Higher Education, 35 (3): 291-300.
Available at: doi.org/10.1080/02602931003650045 [accessed 25 May 2021].
Boud, D, Cohen, R and Sampson, J (2001) Peer learning in higher education: Learning from and with
each other. Abingdon: Routledge.
Braun, V and Clarke, V (2006) ‘Using thematic analysis in psychology’, Qualitative Research
in Psychology, 3 (2): 77-101.
Carless, D (2016) ‘Feedback as dialogue’, in Peters, M (ed) Encyclopaedia of Educational Philosophy
and Theory. Singapore: Springer. Available at: doi.org/10.1007/978-981-287-532-7_389-1
[accessed 25 May 2021].
Carless, D and Boud, D (2018) ‘The development of student feedback literacy: enabling uptake
of feedback’, Assessment and Evaluation in Higher Education, 43 (8): 1315-1325. Available at:
doi.org/10.1080/02602938.2018.1463354 [accessed 25 May 2021].
Dixon, K, Dixon, R and Scott, S (2007) ‘The impact of increasing workload on academics: Is there
time for quality teaching?’, in Jeffrey, R (ed) International Educational Conference Proceedings,
Fremantle, WA, 25-29 November. Deakin, ACT: AARE (Australian Association for Research in
Education). Available at: www.aare.edu.au/data/publications/2007/dix07047.pdf
Gibbs, G (1999) ‘Using assessment strategically to change the way students learn’, in Brown, S and
Glasner, A (eds) Assessment matters in higher education: Choosing and using diversity approaches.
Buckingham: Open University Press.
Graham, A T (2014) ‘Academic staff performance and workload in higher education in the UK:
the conceptual dichotomy’, Journal of Further and Higher Education, 39 (5): 1-15. Available at:
www.researchgate.net/publication/277951281 [accessed 1 March 2021].
Higgins, R, Hartley, P and Skelton, A (2002) ‘The conscientious consumer: Reconsidering the role
of assessment feedback in student learning’, Studies in Higher Education, 27: 53-64.
Hounsell, D (1987) ‘Essay writing and the quality of feedback’, in Richardson, J, Eysenck, M W and
Piper, D W (eds) Student learning: Research in education and cognitive psychology. Milton Keynes:
Open University Press, pp 109-119.
Ivanic, R, Clark, R and Rimmershaw, R (2000) ‘What am I supposed to make of this? The messages
conveyed to students by tutors’ written comments’, in Lea, M and Stierer, B (eds) Student writing in
higher education: New contexts. Buckingham: Open University Press, pp 28-39.
Lizzio, A and Wilson, K (2008) ‘Feedback on assessment: Students’ perceptions of quality and
effectiveness’, Assessment and Evaluation in Higher Education, 33 (3): 263-275. Available at:
doi.org/10.1080/02602930701292548 [accessed 25 May 2021].
Minassians, H P (2014) ‘Competing priorities: Efficacy of teaching and learning assessment in the
ever-changing higher education space’. The EvoLLLution, 9 July. Available at: evolllution.com/
opinions/competing-priorities-efficacy-teaching-learning-assessment-ever-changing-higher�education-space/ [accessed 25 May 2021].
Nicol, D (2010) ‘From monologue to dialogue: improving written feedback processes in mass higher
education’, Assessment and Evaluation in Higher Education, 35 (5): 501-517. Available at:
doi.org/10.1080/02602931003786559 [accessed 25 May 2021].
Nicol, D. (2020) ‘The power of internal feedback: exploiting natural comparison processes’,
Assessment and Evaluation in Higher Education. Available at: doi.org/10.1080/02602938.2020.1823314
[accessed 25 May 2021].
Nicol, D J and Macfarlane-Dick, D (2006) ‘Formative assessment and self-regulated learning:
A model and seven principles of good feedback practice’, Studies in Higher Education,
31 (2): 199-218. Available at: doi.org/10.1080/03075070600572090 [accessed 25 May 2021].
Orsmond, P, Merry, S and Reiling, K (2005) ‘Biology students’ utilization of tutors’ formative feedback:
a qualitative interview study’, Assessment and Evaluation in Higher Education, 30 (4): 369-386.
Poulos, A and Mahoney, M J (2008) ‘Effectiveness of feedback: The students’ perspective’,
Assessment and Evaluation in Higher Education, 33 (2): 143-154.
Sadler, D R (1989) ‘Formative assessment and the design of instructional systems’, Instructional
Science, 18 (2): 119-144. Available at: doi.org/10.1007/BF00117714 [accessed 25 May 2021].
University of Waterloo (2021) ‘Using student peer review in any class’. Waterloo, Ontario: Centre
for Teaching Excellence, University of Waterloo. Available at: uwaterloo.ca/centre-for-teaching�excellence/teaching-resources/teaching-tips/teaching-tips-assessing-students/using-student-peer�review-any-class [accessed 28 May 2021].
Vygotsky, L S (1978) Mind in society. Cambridge, MA: Harvard University Press.
Weaver, M R (2006) ‘Do students value feedback? Student perceptions of tutors’ written responses’,
Assessment and Evaluation in Higher Education, 31 (3): 379-394. Available at:
doi.org/10.1080/02602930500353061 [accessed 25 May 2021].
Winstone, N E and Carless, D (2020) Designing effective feedback processes in higher education