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Higher Education Research & Development Volume 38, 2019 - Issue 2
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Exploring cultures of feedback practice: the adoption of learning-focused feedback practices in the UK and Australia

Naomi Winstonea Department of Higher Education, University of Surrey, Guildford, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-8157-8274View further author information
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David Boudb Centre for Research in Assessment and Digital Learning, Deakin University, Melbourne, Australia;c Faculty of Arts and Social Sciences, University of Technology Sydney, Sydney, Australia;d Work and Learning Research Centre, Middlesex University, London, UKORCID Iconhttps://orcid.org/0000-0002-6883-2722View further author information
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Pages 411-425 | Received 02 Mar 2018, Accepted 03 Aug 2018, Published online: 16 Oct 2018

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Razlina Razali & Muhammad Aiman Arifin. (2023) A bibliometric analysis on feedback literacy from the Asian perspective: What do we know and where do we go from here?. Cogent Education 10:2.
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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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David Carless, Jessica To, Connie Kwan & Jonathan Kwok. (2023) Disciplinary perspectives on feedback processes: towards signature feedback practices. Teaching in Higher Education 28:6, pages 1158-1172.
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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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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 & 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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Edd Pitt & Naomi Winstone. (2023) Enabling and valuing feedback literacies. Assessment & Evaluation in Higher Education 48:2, pages 149-157.
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David Carless & Naomi Winstone. (2023) Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education 28:1, pages 150-163.
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Amir Rouhshad, Catherine Flynn, Lena Turnbull & Bella Ross. (2022) Social work students with English as an additional language: examining written assessment feedback. Teaching in Higher Education 0:0, pages 1-17.
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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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Naomi E. Winstone & David Boud. (2022) The need to disentangle assessment and feedback in higher education. Studies in Higher Education 47:3, pages 656-667.
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Carme Armengol-Asparó, Cristina Mercader & Georgeta Ion. (2022) Making peer-feedback more efficient: what conditions of its delivery make the difference?. Higher Education Research & Development 41:2, pages 226-239.
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Shulin Yu & Lianjiang Jiang. (2022) Doctoral students’ engagement with journal reviewers’ feedback on academic writing. Studies in Continuing Education 44:1, pages 87-104.
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James Wood. (2021) A dialogic technology-mediated model of feedback uptake and literacy. Assessment & Evaluation in Higher Education 46:8, pages 1173-1190.
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Tracii Ryan, Michael Henderson, Kris Ryan & Gregor Kennedy. (2021) Designing learner-centred text-based feedback: a rapid review and qualitative synthesis. Assessment & Evaluation in Higher Education 46:6, pages 894-912.
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Naomi E. Winstone & David Carless. (2021) Who is feedback for? The influence of accountability and quality assurance agendas on the enactment of feedback processes. Assessment in Education: Principles, Policy & Practice 28:3, pages 261-278.
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Marieke Thurlings & Migchiel van Diggelen. (2021) Perceptions of practical knowledge of learning and feedback among academic teachers. European Journal of Engineering Education 46:1, pages 139-160.
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Shulin Yu. (2021) Giving genre-based peer feedback in academic writing: sources of knowledge and skills, difficulties and challenges. Assessment & Evaluation in Higher Education 46:1, pages 36-53.
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Sin Wang Chong. (2021) Reconsidering student feedback literacy from an ecological perspective. Assessment & Evaluation in Higher Education 46:1, pages 92-104.
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Articles from other publishers (18)

Kioumars Razavipour. (2023) Classroom writing assessment and feedback practices: A new materialist encounter. Assessing Writing 57, pages 100760.
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Di Zou, Haoran Xie & Fu Lee Wang. (2022) Effects of technology enhanced peer, teacher and self-feedback on students’ collaborative writing, critical thinking tendency and engagement in learning. Journal of Computing in Higher Education 35:1, pages 166-185.
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Teresa Michelle Pidduck & Nadia Bauer. (2021) Perceptions of online self- and peer-assessment: accounting students in a large undergraduate cohort. Journal of Applied Research in Higher Education 14:4, pages 1480-1495.
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Naomi E. Winstone. (2022) Characterising feedback cultures in higher education: an analysis of strategy documents from 134 UK universities. Higher Education 84:5, pages 1107-1125.
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Verónica López-Fernández, Fátima Llamas-Salguero, María Josefa Sospedra-Baeza & Isabel Martínez-Álvarez. (2022) Relación entre creatividad y rendimiento académico en España y Colombia. Revista Colombiana de Educación:86, pages 31-52.
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David Carless. (2020) From teacher transmission of information to student feedback literacy: Activating the learner role in feedback processes. Active Learning in Higher Education 23:2, pages 143-153.
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Balbina Moncada-Comas & Irati Diert-Boté. 2022. Intercultural Communication and Ubiquitous Learning in Multimodal English Language Education. Intercultural Communication and Ubiquitous Learning in Multimodal English Language Education 146 183 .
Amanda Roberts, Mark Jellicoe & Kathryn Fox. (2021) How does a move towards a coaching approach impact the delivery of written feedback in undergraduate clinical education?. Advances in Health Sciences Education 27:1, pages 7-21.
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Diogo Casanova, Graham Alsop & Isabel Huet. (2021) Giving away some of their powers! Towards learner agency in digital assessment and feedback. Research and Practice in Technology Enhanced Learning 16:1.
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Mireilla Bikanga Ada. (2021) Evaluation of a Mobile Web Application for Assessment Feedback. Technology, Knowledge and Learning.
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Marianne June Knaus, Gill Kirk, Pauline Roberts, Lennie Barblett & Bev Adkin. (2021) Improving assessment accountability in initial teacher education programs through benchmarking. Benchmarking: An International Journal 28:7, pages 2299-2314.
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H. Hodgson, A.D. Grobler & D. Morton. (2021) Feedback during summative clinical assessments: Experiences of diagnostic radiography students at a higher education institution in South Africa. Radiography 27:2, pages 533-538.
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M. Neupane Bastola & Guangwei Hu. (2021) “Commenting on your work is a waste of time only!”: An appraisal-based study of evaluative language in supervisory feedback. Studies in Educational Evaluation 68, pages 100962.
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Jeanette Neden, Helen Cleak & Sheona Thomson. (2020) Towards Agility: Scaffolding Anticipative Education in Social Work. The British Journal of Social Work 50:4, pages 1258-1276.
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Zhengdong Gan. (2020) How Learning Motivation Influences Feedback Experience and Preference in Chinese University EFL Students. Frontiers in Psychology 11.
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Amr ElShaer, Diogo Casanova, Nicholas S. Freestone & Gianpiero Calabrese. (2019) Students’ perceptions of the value of electronic feedback—Does disciplinary background really matter?. British Journal of Educational Technology 51:2, pages 590-606.
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Maria Assunção Flores, Gavin Brown, Diana Pereira, Clara Coutinho, Patrícia Santos & Cláudia Pinheiro. (2019) Portuguese university students’ conceptions of assessment: taking responsibility for achievement. Higher Education 79:3, pages 377-394.
Crossref
Naomi Winstone. 2019. The Impact of Feedback in Higher Education. The Impact of Feedback in Higher Education 225 242 .

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