https://orcid.org/0000-0003-0494-1417
Citations (11)
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Read on this site (5)
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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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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Bianka Malecka, David Boud & David Carless. (2022) Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum. Teaching in Higher Education 27:7, pages 908-922.
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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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Kim-Daniel Vattøy, Siv M. Gamlem & Wenke Mork Rogne. (2021) Examining students’ feedback engagement and assessment experiences: a mixed study. Studies in Higher Education 46:11, pages 2325-2337.
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Articles from other publishers (6)
Marianne Liland & Else Berit Steinseth. (2023) Medstudentvurdering i gruppe på bachelor i sykepleie. Uniped 46:1, pages 55-66.
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Qianshan Chen, Meng Ge & Yongyan Li. (2023) Institutional influences on academic writing feedback practices: A case study from an EFL context. International Journal of English for Academic Purposes: Research and Practice 3:1, pages 5-26.
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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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Hege Annette Olstad, Birgit Rognebakke Krogstie & Xiaomeng Su. (2022) Enhancing Computing Students’ Learning Experience by Using ePortfolio for Formative Assessment. Enhancing Computing Students’ Learning Experience by Using ePortfolio for Formative Assessment.
Hanni Muukkonen, Minna Lakkala, Liisa Ilomäki & Auli Toom. (2022) Juxtaposing generic skills development in collaborative knowledge work competences and related pedagogical practices in higher education. Frontiers in Education 7.
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Naomi E. Winstone, Kieran Balloo & David Carless. (2020) Discipline-specific feedback literacies: A framework for curriculum design. Higher Education 83:1, pages 57-77.
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