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David Addae & Olivia A. T. F. Kwapong. (2023) PhD Students’ Perceptions of Research Seminars in Doctoral Education: A Case Study. Cogent Education 10:1.
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Demekash Asregid, Dawit Mekonnen Mihiretie & Solomon Areaya Kassa. (2023) Teacher educators use of feedback to facilitate reflective practice among pre-service teachers during microteaching. Cogent Education 10:2.
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Hawon Yoo & Jaehong Jang. (2023) Effects of professional learning communities on teacher collaboration, feedback provision, job satisfaction and self-efficacy: Evidence from Korean PISA 2018 data. Compare: A Journal of Comparative and International Education 53:8, pages 1355-1372.
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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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Tracii Ryan, Michael Henderson, Kris Ryan & Gregor Kennedy. (2023) Identifying the components of effective learner-centred feedback information. Teaching in Higher Education 28:7, pages 1565-1582.
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Kelly E. Matthews, Joanna Tai, Eimear Enright, David Carless, Caelan Rafferty & Naomi Winstone. (2023) Transgressing the boundaries of ‘students as partners’ and ‘feedback’ discourse communities to advance democratic education. Teaching in Higher Education 28:7, pages 1503-1517.
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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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Teresa Serra, M. Eugenia Gras, Dolors Cañabate & Jordi Colomer. (2023) Fostering cognitive control through reflection in scientific writing. Reflective Practice 24:4, pages 433-446.
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Lu Cheng, Yanyan Li, You Su & Lei Gao. (2023) Effect of regulation scripts for dialogic peer assessment on feedback quality, critical thinking and climate of trust. Assessment & Evaluation in Higher Education 48:4, pages 451-463.
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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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Eloy Gálvez-López. (2023) Formative feedback in a multicultural classroom: a review. Teaching in Higher Education 0:0, pages 1-20.
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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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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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Tristan Middleton, Adeela ahmed Shafi, Richard Millican & Sian Templeton. (2023) Developing effective assessment feedback: academic buoyancy and the relational dimensions of feedback. Teaching in Higher Education 28:1, pages 118-135.
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Karen Mountain, Wilma Teviotdale, Jonathan Duxbury & Jenny Oldroyd. (2023) Are they taking action? Accounting undergraduates’ engagement with assessment criteria and self-regulation development. Accounting Education 32:1, pages 34-60.
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Ellen Turner. (2023) Dialogic feedback and literary disciplinary knowledge in L2 writing instruction: how attitude to feedback influences academic achievement. Research Papers in Education 38:1, pages 21-44.
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Roland Koch, Julia Braun & Stefanie Joos. (2022) Feedback in family medicine clerkships: a qualitative interview study of stakeholders in community-based teaching. Medical Education Online 27:1.
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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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Xiaotong Zhu & Carol Evans. (2022) Enhancing the development and understanding of assessment literacy in higher education. European Journal of Higher Education 0:0, pages 1-21.
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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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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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Xiujuan Sun & John Trent. (2022) Promoting agentive feedback engagement through dialogically minded approaches in doctoral writing supervision. Innovations in Education and Teaching International 59:4, pages 387-397.
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Marinette Bahtilla. (2022) Supervisory feedback: Supervisors’ reasons for not giving timely feedback. Innovations in Education and Teaching International 0:0, pages 1-12.
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Xin Zhao, Andrew Cox, Ally Lu & Anas Alsuhaibani. (2022) A comparison of student and staff perceptions and feelings about assessment and feedback using cartoon annotation. Journal of Further and Higher Education 46:5, pages 586-604.
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Matthew Clarke & Caroline Elbra-Ramsay. (2022) Double indemnity: dualities, tensions and loss in the moral economies of feedback. Asia-Pacific Journal of Teacher Education 50:3, pages 266-281.
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Karen Olave-Encina. (2022) Experiences of an international student with a visual disability making sense of assessment and feedback. International Journal of Inclusive Education 26:5, pages 466-479.
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Hui-Teng Hoo, Christopher Deneen & David Boud. (2022) Developing student feedback literacy through self and peer assessment interventions. Assessment & Evaluation in Higher Education 47:3, pages 444-457.
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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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Tracii Ryan, Michael Henderson, Kris Ryan & Gregor Kennedy. (2022) Feedback in higher education: aligning academic intent and student sensemaking. Teaching in Higher Education 0:0, pages 1-16.
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Rachelle Esterhazy, Monika Nerland & Crina Damşa. (2021) Designing for productive feedback: an analysis of two undergraduate courses in biology and engineering. Teaching in Higher Education 26:6, pages 806-822.
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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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Marlies Schillings, Herma Roebertsen, Hans Savelberg, Anne van Dijk & Diana Dolmans. (2021) Improving the understanding of written peer feedback through face-to-face peer dialogue: students’ perspective. Higher Education Research & Development 40:5, pages 1100-1116.
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Deya Chakraborty, Ali Soyoof, Mehdi Moharami, Ade Dwi Utami, Shaoru Zeng, Ngo Cong-Lem, Danielle Hradsky, Jacky-Lou Maestre, Elham M. Foomani & Lynette Pretorius. (2021) Feedback as a space for academic social practice in doctoral writing groups. Educational and Developmental Psychologist 38:2, pages 238-248.
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Erkan Er, Yannis Dimitriadis & Dragan Gašević. (2021) A collaborative learning approach to dialogic peer feedback: a theoretical framework. Assessment & Evaluation in Higher Education 46:4, pages 586-600.
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Madhu Neupane Bastola & Guangwei Hu. (2021) Supervisory feedback across disciplines: does it meet students’ expectations?. Assessment & Evaluation in Higher Education 46:3, pages 407-423.
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Angela Choi Fung Tam. (2021) Undergraduate students’ perceptions of and responses to exemplar-based dialogic feedback. Assessment & Evaluation in Higher Education 46:2, pages 269-285.
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Erkan Er, Yannis Dimitriadis & Dragan Gašević. (2021) Collaborative peer feedback and learning analytics: theory-oriented design for supporting class-wide interventions. Assessment & Evaluation in Higher Education 46:2, pages 169-190.
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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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Katharine Boursicot, Sandra Kemp, Tim Wilkinson, Ardi Findyartini, Claire Canning, Francois Cilliers & Richard Fuller. (2021) Performance assessment: Consensus statement and recommendations from the 2020 Ottawa Conference. Medical Teacher 43:1, pages 58-67.
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Cristina Mercader, Georgeta Ion & Anna Díaz-Vicario. (2020) Factors influencing students’ peer feedback uptake: instructional design matters. Assessment & Evaluation in Higher Education 45:8, pages 1169-1180.
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Huda Suleiman Al Qunayeer. (2020) Supporting postgraduates in research proposals through peer feedback in a Malaysian university. Journal of Further and Higher Education 44:7, pages 956-970.
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David Carless. (2020) Longitudinal perspectives on students’ experiences of feedback: a need for teacher–student partnerships. Higher Education Research & Development 39:3, pages 425-438.
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Jiming Zhou, Yongyan Zheng & Joanna Hong-Meng Tai. (2020) Grudges and gratitude: the social-affective impacts of peer assessment. Assessment & Evaluation in Higher Education 45:3, pages 345-358.
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Jennifer Hill & Harry West. (2020) Improving the student learning experience through dialogic feed-forward assessment. Assessment & Evaluation in Higher Education 45:1, pages 82-97.
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Sin Wang Chong. (2019) College students’ perception of e-feedback: a grounded theory perspective. Assessment & Evaluation in Higher Education 44:7, pages 1090-1105.
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Karen Gravett & Naomi E. Winstone. (2019) ‘Feedback interpreters’: the role of learning development professionals in facilitating university students’ engagement with feedback. Teaching in Higher Education 24:6, pages 723-738.
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David Carless. (2019) Feedback loops and the longer-term: towards feedback spirals. Assessment & Evaluation in Higher Education 44:5, pages 705-714.
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James G. M. Crossley, Jeremy Groves, David Croke & Peter A. Brennan. (2019) Examiner training: A study of examiners making sense of norm-referenced feedback. Medical Teacher 41:7, pages 787-794.
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Ying Gao, Christian Dieter D. Schunn & Qiuying Yu. (2019) The alignment of written peer feedback with draft problems and its impact on revision in peer assessment. Assessment & Evaluation in Higher Education 44:2, pages 294-308.
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Teresa Guasch, Anna Espasa & Montserrat Martinez-Melo. (2019) The art of questioning in online learning environments: the potentialities of feedback in writing. Assessment & Evaluation in Higher Education 44:1, pages 111-123.
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Anna Steen-Utheim & Therese N Hopfenbeck. (2019) To do or not to do with feedback. A study of undergraduate students’ engagement and use of feedback within a portfolio assessment design. Assessment & Evaluation in Higher Education 44:1, pages 80-96.
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Susan J. Deeley, Moira Fischbacher-Smith, Dimitar Karadzhov & Elina Koristashevskaya. (2019) Exploring the ‘wicked’ problem of student dissatisfaction with assessment and feedback in higher education. Higher Education Pedagogies 4:1, pages 385-405.
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David Carless & David Boud. (2018) The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education 43:8, pages 1315-1325.
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Helen McLean. (2018) This is the way to teach: insights from academics and students about assessment that supports learning. Assessment & Evaluation in Higher Education 43:8, pages 1228-1240.
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Rola Ajjawi & David Boud. (2018) Examining the nature and effects of feedback dialogue. Assessment & Evaluation in Higher Education 43:7, pages 1106-1119.
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Sin Wang Chong. (2018) Interpersonal aspect of written feedback: a community college students’ perspective. Research in Post-Compulsory Education 23:4, pages 499-519.
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María Fernández-Toro & Concha Furnborough. (2018) Evaluating alignment of student and tutor perspectives on feedback on language learning assignments. Distance Education 39:4, pages 548-567.
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Wei Wei & Xie Yanmei. (2018) University teachers’ reflections on the reasons behind their changing feedback practice. Assessment & Evaluation in Higher Education 43:6, pages 867-879.
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Anna Katarina Fletcher. (2018) Help seeking: agentic learners initiating feedback. Educational Review 70:4, pages 389-408.
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Verónica Villarroel, Susan Bloxham, Daniela Bruna, Carola Bruna & Constanza Herrera-Seda. (2018) Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education 43:5, pages 840-854.
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Qiyun Zhu & David Carless. (2018) Dialogue within peer feedback processes: clarification and negotiation of meaning. Higher Education Research & Development 37:4, pages 883-897.
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A. Espasa, T. Guasch, R.M. Mayordomo, M. Martínez-Melo & D. Carless. (2018) A Dialogic Feedback Index measuring key aspects of feedback processes in online learning environments. Higher Education Research & Development 37:3, pages 499-513.
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Chie Adachi, Joanna Hong-Meng Tai & Phillip Dawson. (2018) Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education. Assessment & Evaluation in Higher Education 43:2, pages 294-306.
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Philip Denton & David McIlroy. (2018) Response of students to statement bank feedback: the impact of assessment literacy on performances in summative tasks. Assessment & Evaluation in Higher Education 43:2, pages 197-206.
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Ivan Chong. (2018) Interplay among technical, socio-emotional and personal factors in written feedback research. Assessment & Evaluation in Higher Education 43:2, pages 185-196.
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Yueting Xu & David Carless. (2017) ‘Only true friends could be cruelly honest’: cognitive scaffolding and social-affective support in teacher feedback literacy. Assessment & Evaluation in Higher Education 42:7, pages 1082-1094.
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Katie Kerr. (2017) Exploring student perceptions of verbal feedback. Research Papers in Education 32:4, pages 444-462.
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Edd Pitt & Lin Norton. (2017) ‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it. Assessment & Evaluation in Higher Education 42:4, pages 499-516.
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Susan Carter & Vijay Kumar. (2017) ‘Ignoring me is part of learning’: Supervisory feedback on doctoral writing. Innovations in Education and Teaching International 54:1, pages 68-75.
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Joanne Dargusch, Lois R. Harris, Kerry Reid-Searl & Benjamin A. Taylor. (2017) Creating first-year assessment support: lecturer perspectives and student access. Distance Education 38:1, pages 106-122.
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Naomi E. Winstone, Robert A. Nash, Michael Parker & James Rowntree. (2017) Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes. Educational Psychologist 52:1, pages 17-37.
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Jennifer Charteris. (2016) Dialogic feedback as divergent assessment for learning: an ecological approach to teacher professional development. Critical Studies in Education 57:3, pages 277-295.
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Shu-Chen Huang. (2016) Understanding learners’ self-assessment and self-feedback on their foreign language speaking performance. Assessment & Evaluation in Higher Education 41:6, pages 803-820.
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John West & Will Turner. (2016) Enhancing the assessment experience: improving student perceptions, engagement and understanding using online video feedback. Innovations in Education and Teaching International 53:4, pages 400-410.
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Katie Dunworth & Hugo Santiago Sanchez. (2016) Perceptions of quality in staff-student written feedback in higher education: a case study. Teaching in Higher Education 21:5, pages 576-589.
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Brenda Leibowitz. (2016) Postgraduate students’ perceptions of the 360-degree approach to feedback. Southern African Linguistics and Applied Language Studies 34:1, pages 81-92.
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V. Quesada-Serra, G. Rodríguez-Gómez & M.S. Ibarra-Sáiz. (2016) What are we missing? Spanish lecturers’ perceptions of their assessment practices. Innovations in Education and Teaching International 53:1, pages 48-59.
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Gail Crimmins, Gregory Nash, Florin Oprescu, Marama Liebergreen, Janet Turley, Richard Bond & Jeanne Dayton. (2016) A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships. Assessment & Evaluation in Higher Education 41:1, pages 141-153.
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Min Yang. (2015) Promoting self-sustained learning in higher education: the ISEE framework. Teaching in Higher Education 20:6, pages 601-613.
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Effie Maclellan. (2014) How might teachers enable learner self-confidence? A review study. Educational Review 66:1, pages 59-74.
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