{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,7,30]],"date-time":"2025-07-30T15:15:45Z","timestamp":1753888545932,"version":"3.41.2"},"reference-count":42,"publisher":"FapUNIFESP (SciELO)","license":[{"start":{"date-parts":[[2021,1,1]],"date-time":"2021-01-01T00:00:00Z","timestamp":1609459200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2021,1,1]],"date-time":"2021-01-01T00:00:00Z","timestamp":1609459200000},"content-version":"am","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2021,1,1]],"date-time":"2021-01-01T00:00:00Z","timestamp":1609459200000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Rev. Bras. Educ."],"abstract":"<jats:p>RESUMO Na literatura, o feedback docente surge como uma ferramenta necess\u00e1ria \u00e0 aprendizagem. No entanto, a percep\u00e7\u00e3o \u00e9 a de que o feedback que o estudante constr\u00f3i interfere em sua efic\u00e1cia. Esta investiga\u00e7\u00e3o foca-se na vis\u00e3o de estudantes do ensino superior sobre o feedback docente e no consequente impacto sobre o desempenho acad\u00eamico. Para tal, aplicou-se um question\u00e1rio on-line, baseado em duas escalas de percep\u00e7\u00e3o de feedback docente, a 773 estudantes de licenciatura de Institutos Federais. Os resultados revelaram qualidades psicom\u00e9tricas aceit\u00e1veis do instrumento. Verificou-se, ainda, que, quanto maior a utiliza\u00e7\u00e3o de pr\u00e1ticas eficazes de feedback docente, maior a valoriza\u00e7\u00e3o deste por parte dos estudantes e melhor o desempenho acad\u00eamico. Ao encontro da literatura, constatou-se que os discentes tendem a reconhecer como \u00fatil o feedback que se apresenta na forma de uma cr\u00edtica construtiva, espec\u00edfica e que se afasta das simples classifica\u00e7\u00f5es.<\/jats:p>","DOI":"10.1590\/s1413-24782021260081","type":"journal-article","created":{"date-parts":[[2021,12,10]],"date-time":"2021-12-10T12:40:05Z","timestamp":1639140005000},"source":"Crossref","is-referenced-by-count":2,"title":["Percep\u00e7\u00f5es de estudantes do ensino superior sobre o feedback docente e desempenho acad\u00eamico"],"prefix":"10.1590","volume":"26","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-6387-0503","authenticated-orcid":false,"given":"Juana de Carvalho Ramos","family":"Silva","sequence":"first","affiliation":[{"name":"Instituto Federal de Educa\u00e7\u00e3o Ci\u00eancia e Tecnologia de Bras\u00edlia, Brasil"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1793-2288","authenticated-orcid":false,"given":"Carolina Fernandes","family":"Carvalho","sequence":"additional","affiliation":[{"name":"Universidade de Lisboa, Portugal"}]}],"member":"530","published-online":{"date-parts":[[2021]]},"reference":[{"key":"ref1","series-title":"Feedback for learning","first-page":"1","volume-title":"Gifts, ping-pong and loops: linking feedback and learning","author":"ASKEW S.","year":"2000"},{"issue":"1","key":"ref2","doi-asserted-by":"crossref","first-page":"109","DOI":"10.1177\/0049124114566716","article-title":"Developing Multidimensional Likert Scales Using Item Factor Analysis: The Case of Four-point Items","volume":"45","author":"AS\u00daN R. 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Institui a Rede Federal de Educa\u00e7\u00e3o Profissional, Cient\u00edfica e Tecnol\u00f3gica, cria os Institutos Federais de Educa\u00e7\u00e3o, Ci\u00eancia e Tecnologia, e d\u00e1 outras provid\u00eancias","year":"2008","key":"ref5"},{"year":"2008","series-title":"How to give effective feedback to your students","author":"BROOKHART S. M.","key":"ref6"},{"issue":"4","key":"ref7","doi-asserted-by":"crossref","first-page":"606","DOI":"10.1111\/bjep.12126","article-title":"Student conceptions of feedback: Impact on self-regulation, self-efficacy, and academic achievement","volume":"86","author":"BROWN G. T. L.","year":"2016","journal-title":"British Journal of Educational Psychology"},{"issue":"3","key":"ref8","doi-asserted-by":"crossref","first-page":"245","DOI":"10.3102\/00346543065003245","article-title":"Feedback and Self-Regulated Learning: A Theoretical Synthesis","volume":"65","author":"BUTLER D. 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P.","year":"2014","edition":"6"},{"year":"2010","series-title":"A avalia\u00e7\u00e3o no ensino superior: concep\u00e7\u00f5es m\u00faltiplas de estudantes brasileiros","author":"MATOS D.","key":"ref29"},{"key":"ref30","series-title":"Feedback, identidade, trajet\u00f3rias escolares: din\u00e2micas e consequ\u00eancias","first-page":"177","volume-title":"Comparing university students\u2019 conceptions of assessment: Brazilian and New Zealand beliefs","author":"MATOS D.","year":"2015"},{"issue":"esp. 1","key":"ref31","doi-asserted-by":"crossref","first-page":"143","DOI":"10.5007\/1518-2924.2018v23nespp143","article-title":"A nova estrutura normativa de ci\u00eancia, tecnologia e inova\u00e7\u00e3o no Brasil","volume":"23","author":"MINGHELLI M.","year":"2018","journal-title":"Encontros Bibli"},{"key":"ref32","doi-asserted-by":"crossref","first-page":"140","DOI":"10.3389\/feduc.2019.00140","article-title":"Classroom Talk: The Ubiquity of Feedback","volume":"4","author":"MONTEIRO V.","year":"2019","journal-title":"Frontiers in Education"},{"key":"ref33","series-title":"Handbook of research on educational communications and technology","first-page":"745","volume-title":"Feedback research revisited","volume":"2","author":"MORY E. 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R.","year":"2010","journal-title":"Assessment & Evaluation in Higher Education"},{"issue":"1","key":"ref37","first-page":"77","article-title":"Formative Assessment: Revisiting the Territory","volume":"5","author":"SADLER D. 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