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Assessment & Evaluation in Higher Education Volume 47, 2022 - Issue 7
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Article

Exploring intercultural dialogic interactions between individuals with diverse feedback literacies

Veronica RovagnatiCentre for the Study of Higher Education, University of Kent, Canterbury, UKORCID Iconhttps://orcid.org/0000-0001-8562-2543
ORCID Icon &
Edd PittCentre for the Study of Higher Education, University of Kent, Canterbury, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-7475-0299
ORCID Icon
Pages 1057-1070 | Published online: 24 Nov 2021

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Richard Bale & Monika Pazio Rossiter. (2023) The role of cultural and linguistic factors in shaping feedback practices: the perspectives of international higher education teaching staff. Journal of Further and Higher Education 47:6, pages 810-821.
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Monika Pazio Rossiter. (2023) ‘What you mean versus what you say’ – exploring the role of language and culture in European students’ interpretation of feedback. Assessment & Evaluation in Higher Education 48:4, pages 544-555.
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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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Ana Rita Sequeira, Mieghan Bruce & Megan Paull. (2023) Feedback format preferences of international post-graduate students in Australia: an exploratory mixed methods study. Assessment & Evaluation in Higher Education 0:0, pages 1-17.
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Articles from other publishers (2)

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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. 2022. International Environments and Practices of Higher Education. International Environments and Practices of Higher Education 129 149 .

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