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Citations (62)
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Read on this site (23)
Ying Zhan. (2024) Are they ready? An investigation of university students’ difficulties in peer assessment from dual perspectives. Teaching in Higher Education 29:4, pages 823-840.
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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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David Carless, Jisun Jung & Yongyan Li. (2024) Feedback as socialization in doctoral education: towards the enactment of authentic feedback. Studies in Higher Education 49:3, pages 534-545.
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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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Deborah Hersh & David Boud. (2024) Reassessing assessment: what can post stroke aphasia assessment learn from research on assessment in education?. Aphasiology 38:1, pages 123-143.
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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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Ameena L. Payne, Rola Ajjawi & Jessica Holloway. (2023) Humanising feedback encounters: a qualitative study of relational literacies for teachers engaging in technology-enhanced feedback. Assessment & Evaluation in Higher Education 48:7, pages 903-914.
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Monika Pazio Rossiter & Richard Bale. (2023) Cultural and linguistic dimensions of feedback: A model of intercultural feedback literacy. Innovations in Education and Teaching International 60:3, pages 368-378.
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Ian Sadler, Nicola Reimann & Kay Sambell. (2023) Feedforward practices: a systematic review of the literature. Assessment & Evaluation in Higher Education 48:3, pages 305-320.
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Marion Heron, Helen Donaghue & Kieran Balloo. (2023) Observational feedback literacy: designing post observation feedback for learning. Teaching in Higher Education 0:0, pages 1-14.
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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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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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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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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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Zi Yan & David Carless. (2022) Self-assessment is about more than self: the enabling role of feedback literacy. Assessment & Evaluation in Higher Education 47:7, pages 1116-1128.
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Edd Pitt & David Carless. (2022) Signature feedback practices in the creative arts: integrating feedback within the curriculum. Assessment & Evaluation in Higher Education 47:6, pages 817-829.
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Bianka Malecka, Rola Ajjawi, David Boud & Joanna Tai. (2022) An empirical study of student action from ipsative design of feedback processes. Assessment & Evaluation in Higher Education 47:5, pages 801-815.
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Leigh-Anne Hepburn, Madeleine Borthwick, Jane Kerr & Andrey Vasnev. (2022) A strategic framework for delivering ongoing feedback at scale. Assessment & Evaluation in Higher Education 47:5, pages 742-754.
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Lan Yang, John Chi-Kin Lee, Di Zhang & Junjun Chen. Examining the relationships among teaching assistants’ self-efficacy, emotional well-being and job satisfaction. Teachers and Teaching 0:0, pages 1-27.
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Nicholas Charlton & Richard Newsham-West. Enablers and barriers to program-level assessment planning. Higher Education Research & Development 0:0, pages 1-15.
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Peter Grainger, Michael Carey & Craig Johnston. Why not rubrics in doctoral education?. Assessment & Evaluation in Higher Education 0:0, pages 1-13.
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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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Articles from other publishers (39)
Hanieh Shafiee Rad & Azizullah Mirzaei. (2024) Developing feedback literacy, scaffolded writing, and resilience through intervention on feedback processes for L2 writing students. Studies in Educational Evaluation 81, pages 101354.
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Hugo Santiago Sanchez & Lívia de Araujo Donnini Rodrigues. (2024) Pedagogical intentions behind teacher written feedback: The perspectives and practices of an English language teacher educator in Argentina. Journal of English for Academic Purposes 69, pages 101370.
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Ignacio Máñez, Anastasiya A. Lipnevich, Carolina Lopera-Oquendo & Raquel Cerdán. (2024) Examining pre-service teachers’ feedback on low- and high-quality written assignments. Educational Assessment, Evaluation and Accountability.
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Rebekkah Middleton, Kelly Lewer, Carolyn Antoniou, Helen Pratt, Suzanne Bowdler, Carley Jans & Kaye Rolls. (2024) Understanding the processes, practices and influences of calibration on feedback literacy in higher education marking: A qualitative study. Nurse Education Today 135, pages 106106.
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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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Jeremy J. Grachan, George Holan, Christin Traba & Sophia Chen. (2024) Moving Beyond the Near-Peer Teaching Model with the Rutgers New Jersey Medical School Teaching Assistant Program. Medical Science Educator 34:2, pages 455-461.
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Zhenfang Xie & Wen Liu. (2024) What matters in the cultivation of student feedback literacy: exploring university EFL teachers’ perceptions and practices. Humanities and Social Sciences Communications 11:1.
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Jiaqi Yin, Tiong-Thye Goh & Yi Hu. (2024) Using a Chatbot to Provide Formative Feedback: A Longitudinal Study of Intrinsic Motivation, Cognitive Load, and Learning Performance. IEEE Transactions on Learning Technologies 17, pages 1404-1415.
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Annika Brück-Hübner & Jennifer Schluer. (2023) Was meinst du eigentlich, wenn du von ‹Feedback› sprichst?. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 54, pages 125-166.
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Na Luo. (2023) Teacher behaviour and student engagement with L2 writing feedback: a case study. International Review of Applied Linguistics in Language Teaching 0:0.
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Ying Zhan. (2023) Feedback Literacy of Teacher Candidates: Roles of Assessment Course Learning Experience and Motivations for Becoming a Teacher. The Asia-Pacific Education Researcher.
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Jill A. Boggs & Rosa M. Manchón. (2023) Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas. Assessing Writing 58, pages 100786.
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Omid Noroozi, Seyyed Kazem Banihashem, Harm J. A. Biemans, Mattijs Smits, Mariëtte T.W. Vervoort & Caro-Lynn Verbaan. (2023) Design, implementation, and evaluation of an online supported peer feedback module to enhance students’ argumentative essay quality. Education and Information Technologies 28:10, pages 12757-12784.
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D. A. Sims & F. J. Cilliers. (2023) Clinician educators’ conceptions of assessment in medical education. Advances in Health Sciences Education 28:4, pages 1053-1077.
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Chenze Wu, Yao-Wu Zhang & Albert W. Li. (2023) Peer feedback and Chinese medical students’ English academic writing development: a longitudinal intervention study. BMC Medical Education 23:1.
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Martijn J.M. Leenknecht & David Carless. (2023) Students’ feedback seeking behaviour in undergraduate education: A scoping review. Educational Research Review 40, pages 100549.
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Simon Buckingham Shum, Lisa-Angelique Lim, David Boud, Margaret Bearman & Phillip Dawson. (2023) A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy. International Journal of Educational Technology in Higher Education 20:1.
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Michele Corsi, Pier Giuseppe Rossi, Lorella Giannandrea & Naomi Winstone. (2023) University didactics, innovation and inclusion. Assessment and feedback. EDUCATION SCIENCES AND SOCIETY:1, pages 15-20.
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Michele Corsi, Pier Giuseppe Rossi, Lorella Giannandrea & Naomi Winstone. (2023) Didattica universitaria, innovazione e inclusione. Valutazione e feedback. EDUCATION SCIENCES AND SOCIETY:1, pages 9-14.
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Marta De Angelis, Filippo Bruni & Livia Petti. (2023) Developing feedback literacy in initial teacher education: Results from an investigation. EDUCATION SCIENCES AND SOCIETY:1, pages 152-164.
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Zhiqiang Ma, Fredrick Oteng Agyeman, Agyemang Kwasi Sampene, Mingxing Li & Stephen Botchway. (2023) Senior High School Teachers’ Preference for Professional Development: A Case Study in the Central Region of Ghana Under the Current Free Senior High School Policy. SAGE Open 13:3.
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Lan Yang, Yiqi Wu, Yuan Liang & Min Yang. (2023) Unpacking the Complexities of Emotional Responses to External Feedback, Internal Feedback Orientation and Emotion Regulation in Higher Education: A Qualitative Exploration. Systems 11:6, pages 315.
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Juuso Henrik Nieminen & David Carless. (2022) Feedback literacy: a critical review of an emerging concept. Higher Education 85:6, pages 1381-1400.
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Hailay Tesfay Gebremariam & Abate Demissie Gedamu. (2023) Primary school teachers’ assessment for learning practice for students’ learning improvement. Frontiers in Education 8.
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Mina Abdolhosseinzadeh Amini, Corne G. Kruger & Carisma Nel. (2022) Developing and validating an instrument to measure EFL teachers’ self-reported use of productive feedback. System 110, pages 102919.
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Seyyed Kazem Banihashem, Omid Noroozi, Stan van Ginkel, Leah P. Macfadyen & Harm J.A. Biemans. (2022) A systematic review of the role of learning analytics in enhancing feedback practices in higher education. Educational Research Review 37, pages 100489.
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Liesbeth Baartman, Tamara van Schilt-Mol & Cees van der Vleuten. (2022) Programmatic assessment design choices in nine programs in higher education. Frontiers in Education 7.
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A. A. Azbel, L. S. Ilyushin, E. I. Kazakova & P. A. Morozova. (2022) Teachers’ and students’ attitudes towards feedback: Contradictions and development trends. The Education and science journal 24:7, pages 76-109.
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Sabita Menon & Rosemary K. Clyne. (2022) Uptake of formative feedback: perspective from a transnational education cohort. Essays in Biochemistry 66:1, pages 75-81.
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Wanji Xie. (2022) A Bibliometrics Analysis on Teacher’s Feedback Research Based on CiteSpace through Data Visualization. Scientific Programming 2022, pages 1-9.
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Ernesto Panadero & Anastasiya A. Lipnevich. (2022) A review of feedback models and typologies: Towards an integrative model of feedback elements. Educational Research Review 35, pages 100416.
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Ignacio Villagrán, Rocío Hernández, Javiera Fuentes, Gustavo Torres, Diego Silva, Nicolás Araya, Mauricio Delgado, Constanza Miranda, Andrés Neyem, Julián Varas & Isabel Hilliger. 2022. Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption. Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption
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