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Citations (105)
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Angela Choi Fung Tam. (2024) Evolution of feedback ecology: reshaping students’ conceptions and practices in feedback literacy. Assessment & Evaluation in Higher Education 49:3, pages 376-391.
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Alexandra Farazouli, Teresa Cerratto-Pargman, Klara Bolander-Laksov & Cormac McGrath. (2024) Hello GPT! Goodbye home examination? An exploratory study of AI chatbots impact on university teachers’ assessment practices. Assessment & Evaluation in Higher Education 49:3, pages 363-375.
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Phillip Dawson, Zi Yan, Anastasiya Lipnevich, Joanna Tai, David Boud & Paige Mahoney. (2024) Measuring what learners do in feedback: the feedback literacy behaviour scale. Assessment & Evaluation in Higher Education 49:3, pages 348-362.
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Jianwu Gao & Wenting Chen. (2024) Developing culturally-situated student feedback literacy through multi-peer feedback giving: an online community-based approach. Language Awareness 0:0, pages 1-24.
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Ana Rita Sequeira, Mieghan Bruce & Megan Paull. (2024) Feedback format preferences of international post-graduate students in Australia: an exploratory mixed methods study. Assessment & Evaluation in Higher Education 49:2, pages 203-219.
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Karen Gravett & David Carless. (2024) Feedback literacy-as-event: relationality, space and temporality in feedback encounters. Assessment & Evaluation in Higher Education 49:2, pages 142-153.
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Ziene Mottiar, Greg Byrne, Geraldine Gorham & Emma Robinson. (2024) An examination of the impact of COVID-19 on assessment practices in higher education. European Journal of Higher Education 14:1, pages 101-121.
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Chi Chen & Andy Jiahao Liu. (2024) Understanding partnerships in teacher and student feedback literacy: Shared responsibility. Innovations in Education and Teaching International 61:1, pages 31-44.
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Robert A. Nash & Jason M. Thomas. (2024) Searching students’ reflective writing for linguistic correlates of their tendency to ignore instructors’ feedback. Assessment in Education: Principles, Policy & Practice 31:1, pages 75-90.
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Boning Lyu & Chun Lai. (2024) Analysing learner engagement with native speaker feedback on an educational social networking site: an ecological perspective. Computer Assisted Language Learning 37:1-2, pages 114-148.
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Tegan Little, Phillip Dawson, David Boud & Joanna Tai. (2024) Can students’ feedback literacy be improved? A scoping review of interventions. Assessment & Evaluation in Higher Education 49:1, pages 39-52.
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Sin Wang Chong & Tingjun Lin. (2024) Feedback practices in journal peer-review: a systematic literature review. Assessment & Evaluation in Higher Education 49:1, pages 1-12.
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David Carless. (2023) Teacher feedback literacy, feedback regimes and iterative change: towards enhanced value in feedback processes. Higher Education Research & Development 42:8, pages 1890-1904.
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Joseph Arthur Davies. (2023) In search of learning-focused feedback practices: a linguistic analysis of higher education feedback policy. Assessment & Evaluation in Higher Education 48:8, pages 1208-1222.
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Emily Di Zhang, Chunhong Liu & Shulin Yu. (2023) The impact of a feedback intervention on university students’ second language writing feedback literacy. Innovations in Education and Teaching International 0:0, pages 1-17.
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Jingjing Shao, Lu Cheng, Yansu Wang, Keru Li & Yanyan Li. (2023) How peer feedback with regulation scripts contributes to the development of critical thinking in dialogues: strengthening cognitive and affective feedback content. Interactive Learning Environments 0:0, pages 1-20.
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Ying Zhan. (2023) What do college students think of feedback literacy? An ecological interpretation of Hong Kong students’ perspectives. Assessment & Evaluation in Higher Education 48:5, pages 686-700.
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Rongyi Shen & Sin Wang Chong. (2023) Learner engagement with written corrective feedback in ESL and EFL contexts: a qualitative research synthesis using a perception-based framework. Assessment & Evaluation in Higher Education 48:3, pages 276-290.
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Kelli Nicola-Richmond, Joanna Tai & Phillip Dawson. (2023) Students’ feedback literacy in workplace integrated learning: How prepared are they?. Innovations in Education and Teaching International 60:2, pages 196-206.
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Edd Pitt & Naomi Winstone. (2023) Enabling and valuing feedback literacies. Assessment & Evaluation in Higher Education 48:2, pages 149-157.
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Claudia Tielemans, Renske de Kleijn, Marieke van der Schaaf, Sjoukje van den Broek & Tineke Westerveld. (2023) The Westerveld framework for interprofessional feedback dialogues in health professions education. Assessment & Evaluation in Higher Education 48:2, pages 241-257.
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Renske A. M. de Kleijn. (2023) Supporting student and teacher feedback literacy: an instructional model for student feedback processes. Assessment & Evaluation in Higher Education 48:2, pages 186-200.
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Joanna Tai, Margaret Bearman, Karen Gravett & Elizabeth Molloy. (2023) Exploring the notion of teacher feedback literacies through the theory of practice architectures. Assessment & Evaluation in Higher Education 48:2, pages 201-213.
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David Boud & Phillip Dawson. (2023) What feedback literate teachers do: an empirically-derived competency framework. Assessment & Evaluation in Higher Education 48:2, pages 158-171.
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Juuso Henrik Nieminen, Margaret Bearman & Joanna Tai. (2023) How is theory used in assessment and feedback research? A critical review. Assessment & Evaluation in Higher Education 48:1, pages 77-94.
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Sin Wang Chong. (2022) The role of feedback literacy in written corrective feedback research: from feedback information to feedback ecology. Cogent Education 9:1.
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Boon Khing Song. (2022) Bifactor modelling of the psychological constructs of learner feedback literacy: conceptions of feedback, feedback trust and self-efficacy. Assessment & Evaluation in Higher Education 47:8, pages 1444-1457.
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Bianka Malecka, David Boud, Joanna Tai & Rola Ajjawi. (2022) Navigating feedback practices across learning contexts: implications for feedback literacy. Assessment & Evaluation in Higher Education 47:8, pages 1330-1344.
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Veronica Rovagnati & Edd Pitt. (2022) Exploring intercultural dialogic interactions between individuals with diverse feedback literacies. Assessment & Evaluation in Higher Education 47:7, pages 1057-1070.
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Ying Zhan. (2022) Developing and validating a student feedback literacy scale. Assessment & Evaluation in Higher Education 47:7, pages 1087-1100.
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Poppy Gibson, Rebecca Clarkson & Mike Scott. (2022) Promoting potential through purposeful inclusive assessment for distance learners. Distance Education 43:4, pages 543-555.
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Ian M. Kinchin. (2022) Exploring dynamic processes within the ecological university: a focus on the adaptive cycle. Oxford Review of Education 48:5, pages 675-692.
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Ian M. Kinchin. (2022) An ecological lens on the professional development of university teachers. Teaching in Higher Education 27:6, pages 831-839.
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Jessica To. (2022) Using learner-centred feedback design to promote students’ engagement with feedback. Higher Education Research & Development 41:4, pages 1309-1324.
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Veronica Rovagnati, Edd Pitt & Naomi Winstone. (2022) Feedback cultures, histories and literacies: international postgraduate students’ experiences. Assessment & Evaluation in Higher Education 47:3, pages 347-359.
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James Wood. (2022) Making peer feedback work: the contribution of technology-mediated dialogic peer feedback to feedback uptake and literacy. Assessment & Evaluation in Higher Education 47:3, pages 327-346.
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Karen Gravett. (2022) Feedback literacies as sociomaterial practice. Critical Studies in Education 63:2, pages 261-274.
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Fangfei Li & Ye Han. (2022) Student feedback literacy in L2 disciplinary writing: insights from international graduate students at a UK university. Assessment & Evaluation in Higher Education 47:2, pages 198-212.
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Naomi Winstone, David Boud, Phillip Dawson & Marion Heron. (2022) From feedback-as-information to feedback-as-process: a linguistic analysis of the feedback literature. Assessment & Evaluation in Higher Education 47:2, pages 213-230.
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Cecilia Ka Yuk Chan & Jiahui Luo. (2022) Exploring teacher perceptions of different types of ‘feedback practices’ in higher education: implications for teacher feedback literacy. Assessment & Evaluation in Higher Education 47:1, pages 61-76.
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Juuso Henrik Nieminen, Joanna Tai, David Boud & Michael Henderson. (2022) Student agency in feedback: beyond the individual. Assessment & Evaluation in Higher Education 47:1, pages 95-108.
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María Fernández-Toro & Annette Duensing. (2021) Repositioning peer marking for feedback literacy in higher education. Assessment & Evaluation in Higher Education 46:8, pages 1202-1220.
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Nicholas Tripodi, Jack Feehan, Rebecca Wospil & Brett Vaughan. (2021) Twelve tips for developing feedback literacy in health professions learners. Medical Teacher 43:8, pages 960-965.
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J.G. Arts, M. Jaspers & D. Joosten-ten Brinke. (2021) Enhancing written feedback: The use of a cover sheet influences feedback quality. Cogent Education 8:1.
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E. Janiuniene, M. Stonkiene & M. Šupa. Information behaviour of students inspired by lectures’ feedback. Educational Research and Evaluation 0:0, pages 1-18.
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Ying Zhan, Zhi Hong Wan & Munty Khon. What predicts undergraduates’ student feedback literacy? Impacts of epistemic beliefs and mediation of critical thinking. Teaching in Higher Education 0:0, pages 1-19.
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Linlin Xu, Jiehui Hu, Huihui Li & Jingnan Li. L2 writing teachers’ feedback practices for doctoral publishing: a teacher feedback literacy perspective. Assessment & Evaluation in Higher Education 0:0, pages 1-14.
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Min Lee, Der-Thanq Chen, Roy Jun Yi Tan & Wei Loong David Hung. Re-conceptualising learner feedback agency: a situational, deliberative and entangled perspective. Assessment & Evaluation in Higher Education 0:0, pages 1-14.
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Wasana Karunarathne, Chris Selman & Tracii Ryan. Evaluating student feedback literacies: a study using first-year business and economics students. Assessment & Evaluation in Higher Education 0:0, pages 1-14.
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Articles from other publishers (56)
Toni Mäkipää. (2024) Upper secondary students’ perceptions of feedback literacy in second language learning in Finland – A qualitative case study. Teaching and Teacher Education 143, pages 104554.
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Meryem Özdemir-Yılmazer & Beyza Kabadayı. (2024) Adaptation of student feedback literacy scale into Turkish culture: A study of reliability and validity. System 122, pages 103294.
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Xiaosa Li & Ping Ke. (2023) Becoming Feedback Literate: A Case Study of a Chinese University EFL Teacher. The Asia-Pacific Education Researcher 33:2, pages 471-479.
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Hao Chen, Shang Zhang, Jie Xu, Rui Du & Sanyi Tang. (2023) Effect of the Teacher-student Relationships on Feedback Literacy of High School Students in Tibetan areas of China: Mediating Effect of Emotional Intelligence and Moderating Effect of Ethnicity Category. The Asia-Pacific Education Researcher 33:2, pages 419-429.
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Rahel Schmid, Robbert Smit, Nicolas Robin & Alexander Strahl. (2024) The role of momentary emotions in promoting error learning orientation among lower secondary school students: An intervention study embedded in a short visual programming course. British Journal of Educational Psychology.
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Kasun Gomis, Mandeep Saini, Mohammed Arif & Chaminda Pathirage. (2023) Enhancing the assessment and the feedback in higher education. Quality Assurance in Education 32:2, pages 165-179.
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Zuokun Li, Pey-Tee Emily Oon & Shaoming Chai. (2024) Examining the impact of teacher scaffolding in the knowledge building environment: Insights from students’ interaction patterns, social epistemic networks, and academic performance. Education and Information Technologies.
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