References
- Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. https://doi.org/https://doi.org/10.3102/0013189X11428813
- Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698–712. https://doi.org/https://doi.org/10.1080/02602938.2012.691462
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/https://doi.org/10.1191/1478088706qp063oa
- Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.
- Carless, D. (2011). From testing to productive student learning: Implementing formative assessment in Confucian-heritage settings. Routledge.
- Carless, D. (2020a). A longitudinal inquiry into students’ experiences of feedback: A need for teacher-student partnerships. Higher Education Research & Development, 39(3), 425–438. https://doi.org/https://doi.org/10.1080/07294360.2019.1684455
- Carless, D. (2020b). From teacher transmission of information to student feedback literacy: Activating the learner role in feedback processes. Active Learning in Higher Education, https://doi.org/https://doi.org/10.1177/1469787420945845
- Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/https://doi.org/10.1080/02602938.2018.1463354
- Carless, D., & Winstone, N. (2020). Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education, https://doi.org/https://doi.org/10.1080/13562517.2020.1782372
- Chong, S. W. (2021). Reconsidering student feedback literacy from an ecological perspective. Assessment & Evaluation in Higher Education, https://doi.org/https://doi.org/10.1080/02602938.2020.1730765
- Han, Y. (2019). Written corrective feedback from an ecological perspective: The interaction between the context and individual learners. System, 80, 288–303. https://doi.org/https://doi.org/10.1016/j.system.2018.12.009
- Han, Y., & Xu, Y. (2020). The development of student feedback literacy: The influences of teacher feedback on peer feedback. Assessment & Evaluation in Higher Education, 45(5), 680–696. https://doi.org/https://doi.org/10.1080/02602938.2019.1689545
- Hu, G., & Lam, S. T. E. (2010). Issues of cultural appropriateness and pedagogical efficacy: Exploring peer review in a second language writing class. Instructional Science, 38(4), 371–394. https://doi.org/https://doi.org/10.1007/s11251-008-9086-1
- Johnson, C. E., Keating, J. L., & Molloy, E. K. (2020). Psychological safety in feedback: What does it look like and how can educators work with learners to foster it?. Medical Education,54(6), 559–570. https://doi.org/https://doi.org/10.1111/medu.14154.
- Lunt, T., & Curran, J. (2010). ‘Are you listening please?’ The advantages of electronic audio feedback compared to written feedback. Assessment & Evaluation in Higher Education, 35(7), 759–769. https://doi.org/https://doi.org/10.1080/02602930902977772
- MacLeod, G., Lent, N., Tian, X., Liang, Y., Moore, M., & Sen, S. (2020). Balancing supportive relationships and developing independence: An activity theory approach to understanding feedback in context for master’s students. Assessment & Evaluation in Higher Education, https://doi.org/https://doi.org/10.1080/02602938.2020.1719976
- Molloy, E., Borrell-Carrió, F., & Epstein, R. (2013). The impact of emotions in feedback. In D. Boud, & E. Molloy (Eds.), Feedback in higher and professional education: Understanding it and doing it well (pp. 50–71). Routledge.
- Neal, J. W., & Neal, Z. P. (2013). Nested or Networked? Future directions for ecological systems theory. Social Development, 22, 722–737. https://doi.org/https://doi.org/10.1111/sode.12018
- Nicol, D. (2019). Reconceptualising feedback as an internal not an external process. Italian Journal of Educational Research. Special Issue, 71–84. https://doi.org/https://doi.org/10.7346/SIRD-1S2019-P71.
- Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher education: A peer review perspective. Assessment & Evaluation in Higher Education, 39(1), 102–122. https://doi.org/https://doi.org/10.1080/02602938.2013.795518
- Parkes, M., & Fletcher, P. (2017). A longitudinal, quantitative study of student attitudes towards audio feedback for assessment. Assessment & Evaluation in Higher Education, 42(7), 1046–1053. https://doi.org/https://doi.org/10.1080/02602938.2016.1224810
- Price, M., Handley, K., & Millar, J. (2011). Feedback: Focusing attention on engagement. Studies in Higher Education, 36(8), 879–896. https://doi.org/https://doi.org/10.1080/03075079.2010.483513
- Sanchez, H. S., & Dunworth, K. (2015). Issues and agency: Postgraduate student and tutor experiences with written feedback. Assessment & Evaluation in Higher Education, 40(3), 456–470. https://doi.org/https://doi.org/10.1080/02602938.2014.921885
- Steen-Utheim, A., & Wittek, A. L. (2017). Dialogic feedback and potentialities for student learning. Learning, Culture & Social Interaction, 15, 18–30. https://doi.org/https://doi.org/10.1016/j.lcsi.2017.06.002.
- Taylor, S., Ryan, M., & Pearce, J. (2015). Enhanced student learning in accounting utilising web-based technology, peer-review feedback and reflective practices: A learning community approach to assessment. Higher Education Research & Development, 34(6), 1251–1269. https://doi.org/https://doi.org/10.1080/07294360.2015.1024625
- Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249–276. https://doi.org/https://doi.org/10.3102/00346543068003249
- Winstone, N., & Boud, D. (2019). Exploring cultures of feedback practice: The adoption of learning-focused feedback practices in the UK and Australia. Higher Education Research & Development, 38(2), 411–425. https://doi.org/https://doi.org/10.1080/07294360.2018.1532985
- Winstone, N., & Carless, D. (2019). Designing effective feedback processes in higher education: A learning-focused approach. Routledge.
- Winstone, N., Nash, R., Parker, M., & Rowntree, J. (2017). Supporting learners’ agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52(1), 17–37. https://doi.org/https://doi.org/10.1080/00461520.2016.1207538
- Zhu, Q., & Carless, D. (2018). Dialogue within peer feedback processes: Clarification and negotiation of meaning. Higher Education Research & Development, 37(4), 883–897. https://doi.org/https://doi.org/10.1080/07294360.2018.1446417