Citations (164)
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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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Yi Deng, Dan Liu & Dezheng (William) Feng. (2023) Students’ perceptions of peer review for assessing digital multimodal composing: the case of a discipline-specific English course. Assessment & Evaluation in Higher Education 48:8, pages 1254-1267.
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Zhe Dong, Ying Gao & Christian D. Schunn. (2023) Assessing students’ peer feedback literacy in writing: scale development and validation. Assessment & Evaluation in Higher Education 48:8, pages 1103-1118.
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David Nicol & Lovleen Kushwah. (2023) Shifting feedback agency to students by having them write their own feedback comments. Assessment & Evaluation in Higher Education 0:0, pages 1-21.
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Linlin Xu & Tiefu Zhang. (2023) Engaging with multiple sources of feedback in academic writing: postgraduate students’ perspectives. Assessment & Evaluation in Higher Education 48:7, pages 995-1008.
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Joseph S. Tomasine. (2023) Documenting oral feedback discourse during formal formative reading assessment with an emergent bilingual student. Classroom Discourse 14:4, pages 393-410.
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Emily Di Zhang, Chunhong Liu & Shulin Yu. (2023) The impact of a feedback intervention on university students’ second language writing feedback literacy. Innovations in Education and Teaching International 0:0, pages 1-17.
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Angela Choi Fung Tam. (2023) Evolution of feedback ecology: reshaping students’ conceptions and practices in feedback literacy. Assessment & Evaluation in Higher Education 0:0, pages 1-16.
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Hannah T. McGinness, Patrina H. Y. Caldwell, Hasantha Gunasekera & Karen M. Scott. (2023) ‘Every Human Interaction Requires a Bit of Give and Take’: Medical Students’ Approaches to Pursuing Feedback in the Clinical Setting. Teaching and Learning in Medicine 35:4, pages 411-421.
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Kurt Coppens, Lynn Van den Broeck, Naomi Winstone & Greet Langie. (2023) Capturing student feedback literacy using reflective logs. European Journal of Engineering Education 48:4, pages 653-666.
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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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Hanieh Shafiee Rad, Rasoul Alipour & Aliakbar Jafarpour. (2023) Using artificial intelligence to foster students’ writing feedback literacy, engagement, and outcome: a case of Wordtune application. Interactive Learning Environments 0:0, pages 1-21.
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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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Vince Mitchell, Erica Borgstrom, Sam Murphy, Charlene Campbell, Sandy Sieminski & Sandy Fraser. (2023) Exploring the experiences of distance learning students being supported to resubmit a final assignment following a fail result. Assessment & Evaluation in Higher Education 0:0, pages 1-13.
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Karen Gravett & David Carless. (2023) Feedback literacy-as-event: relationality, space and temporality in feedback encounters. Assessment & Evaluation in Higher Education 0:0, pages 1-12.
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Kelli Nicola-Richmond, Joanna Tai & Phillip Dawson. (2023) Students’ feedback literacy in workplace integrated learning: How prepared are they?. Innovations in Education and Teaching International 60:2, pages 196-206.
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Tegan Little, Phillip Dawson, David Boud & Joanna Tai. (2023) Can students’ feedback literacy be improved? A scoping review of interventions. Assessment & Evaluation in Higher Education 0:0, pages 1-14.
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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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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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David Boud & Phillip Dawson. (2023) What feedback literate teachers do: an empirically-derived competency framework. Assessment & Evaluation in Higher Education 48:2, pages 158-171.
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Eva-Lena Forslind, Stefan Hrastinski & Ingrid Forsler. (2023) Digital peer feedback on visual ideas: a study of eighth-grade students in visual art. Interactive Learning Environments 0:0, pages 1-18.
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Kelly E Matthews, Catherine Sherwood, Eimear Enright & Alison Cook-Sather. (2023) What do students and teachers talk about when they talk together about feedback and assessment? Expanding notions of feedback literacy through pedagogical partnership. Assessment & Evaluation in Higher Education 0:0, pages 1-13.
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Guus de Krom. (2023) Approaches to written assignments -how students write, and instructors read. Assessment & Evaluation in Higher Education 48:1, pages 67-76.
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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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Chi Chen & Andy Jiahao Liu. (2022) Understanding partnerships in teacher and student feedback literacy: Shared responsibility. Innovations in Education and Teaching International 0:0, pages 1-14.
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John Joyce, Peter Cantillon & Rosemary Geoghegan. (2022) Peer feedback in graduate training: A phenomenological investigation of possibilities. Medical Teacher 44:12, pages 1362-1367.
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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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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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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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Ying Zhan. (2022) Developing and validating a student feedback literacy scale. Assessment & Evaluation in Higher Education 47:7, pages 1087-1100.
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Cheri Ketchum, Elaine Phompheng, Chelsey Yeats, Daria LaFave & James Hardy. (2022) The Impact of Video Feedback on Student Assessments and Performance. American Journal of Distance Education 36:4, pages 288-301.
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Cathrine Derham, Kieran Balloo & Naomi Winstone. (2022) The focus, function and framing of feedback information: linguistic and content analysis of in-text feedback comments. Assessment & Evaluation in Higher Education 47:6, pages 896-909.
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Xiaoting Xiang, Rui Yuan & Baohua Yu. (2022) Implementing assessment as learning in the L2 writing classroom: a Chinese case. Assessment & Evaluation in Higher Education 47:5, pages 727-741.
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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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Veronica Rovagnati, Edd Pitt & Naomi Winstone. (2022) Feedback cultures, histories and literacies: international postgraduate students’ experiences. Assessment & Evaluation in Higher Education 47:3, pages 347-359.
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Karen Gravett. (2022) Feedback literacies as sociomaterial practice. Critical Studies in Education 63:2, pages 261-274.
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Fangfei Li & Ye Han. (2022) Student feedback literacy in L2 disciplinary writing: insights from international graduate students at a UK university. Assessment & Evaluation in Higher Education 47:2, pages 198-212.
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Charlie Smith. (2022) Architecture students’ uptake and use of formative and summative feedback. Assessment & Evaluation in Higher Education 47:1, pages 29-44.
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Juuso Henrik Nieminen, Joanna Tai, David Boud & Michael Henderson. (2022) Student agency in feedback: beyond the individual. Assessment & Evaluation in Higher Education 47:1, pages 95-108.
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Ying Zhan. (2021) Are they ready? An investigation of university students’ difficulties in peer assessment from dual perspectives. Teaching in Higher Education 0:0, pages 1-18.
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María Fernández-Toro & Annette Duensing. (2021) Repositioning peer marking for feedback literacy in higher education. Assessment & Evaluation in Higher Education 46:8, pages 1202-1220.
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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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Sylvia Heeneman, Lubberta H. de Jong, Luke J. Dawson, Tim J. Wilkinson, Anna Ryan, Glendon R. Tait, Neil Rice, Dario Torre, Adrian Freeman & Cees P. M. van der Vleuten. (2021) Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles. Medical Teacher 43:10, pages 1139-1148.
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Martina van Heerden. (2021) (How) do written comments feed-forward? A translation device for developing tutors’ feedback-giving literacy. Innovations in Education and Teaching International 58:5, pages 555-564.
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Nicholas Tripodi, Jack Feehan, Rebecca Wospil & Brett Vaughan. (2021) Twelve tips for developing feedback literacy in health professions learners. Medical Teacher 43:8, pages 960-965.
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David Nicol. (2021) The power of internal feedback: exploiting natural comparison processes. Assessment & Evaluation in Higher Education 46:5, pages 756-778.
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Zhengdong Gan, Guangwei Hu, Wenjiao Wang, Honghan Nang & Zhujun An. (2021) Feedback behaviour and preference in university academic English courses: associations with English language self-efficacy. Assessment & Evaluation in Higher Education 46:5, pages 740-755.
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Erik Adalberon. (2021) Providing assessment feedback to pre-service teachers: a study of examiners’ comments. Assessment & Evaluation in Higher Education 46:4, pages 601-614.
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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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Ye Han & Yueting Xu. (2021) Student feedback literacy and engagement with feedback: a case study of Chinese undergraduate students. Teaching in Higher Education 26:2, pages 181-196.
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Cheryl Jeffs, Nancy Nelson, Kimberley A. Grant, Lorelli Nowell, Brit Paris & Nazia Viceer. (2021) Feedback for teaching development: moving from a fixed to growth mindset. Professional Development in Education 0:0, pages 1-14.
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Suzanne McCallum & Margaret M. Milner. (2021) The effectiveness of formative assessment: student views and staff reflections. Assessment & Evaluation in Higher Education 46:1, pages 1-16.
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Gordon Joughin, David Boud, Phillip Dawson & Joanna Tai. (2021) What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy. Assessment & Evaluation in Higher Education 46:1, pages 80-91.
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Jiming Zhou, Phillip Dawson, Joanna Hong-Meng Tai & Margaret Bearman. (2021) How conceptualising respect can inform feedback pedagogies. Assessment & Evaluation in Higher Education 46:1, pages 68-79.
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Charlie Smith. (2021) How does the medium affect the message? Architecture students’ perceptions of the relative utility of different feedback methods. Assessment & Evaluation in Higher Education 46:1, pages 54-67.
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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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Laura Ketonen, Pasi Nieminen & Markus Hähkiöniemi. (2020) The development of secondary students’ feedback literacy: Peer assessment as an intervention. The Journal of Educational Research 113:6, pages 407-417.
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Ye Han & Yueting Xu. (2020) The development of student feedback literacy: the influences of teacher feedback on peer feedback. Assessment & Evaluation in Higher Education 45:5, pages 680-696.
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Karen Gravett, Ian M. Kinchin, Naomi E. Winstone, Kieran Balloo, Marion Heron, Anesa Hosein, Simon Lygo-Baker & Emma Medland. (2020) The development of academics’ feedback literacy: experiences of learning from critical feedback via scholarly peer review. Assessment & Evaluation in Higher Education 45:5, pages 651-665.
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Elizabeth Molloy, David Boud & Michael Henderson. (2020) Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education 45:4, pages 527-540.
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Edd Pitt, Margaret Bearman & Rachelle Esterhazy. (2020) The conundrum of low achievement and feedback for learning. Assessment & Evaluation in Higher Education 45:2, pages 239-250.
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Yueting Xu & Gary Harfitt. (2019) Is assessment for learning feasible in large classes? Challenges and coping strategies from three case studies. Asia-Pacific Journal of Teacher Education 47:5, pages 472-486.
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Martijn Leenknecht, Priscilla Hompus & Marieke van der Schaaf. (2019) Feedback seeking behaviour in higher education: the association with students’ goal orientation and deep learning approach. Assessment & Evaluation in Higher Education 44:7, pages 1069-1078.
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Ying Zhan. (2019) Conventional or sustainable? Chinese university students’ thinking about feedback used in their English lessons. Assessment & Evaluation in Higher Education 44:7, pages 973-986.
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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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Susan J. Deeley. (2018) Using technology to facilitate effective assessment for learning and feedback in higher education. Assessment & Evaluation in Higher Education 43:3, pages 439-448.
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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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Ricky Lam. (2017) Enacting feedback utilization from a task-specific perspective. The Curriculum Journal 28:2, pages 266-282.
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Guangwei Hu & Lilin Choo. (2016) The impact of disciplinary background and teaching experience on the use of evaluative language in teacher feedback. Teachers and Teaching 22:3, pages 329-349.
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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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