- Bloxham, S., & Campbell, L. (2010). Generating dialogue in assessment feedback: Exploring the use of interactive cover sheets. Assessment & Evaluation in Higher Education, 35(3), 291-300. [Google Scholar]
- Boud, D., and Molloy, E. (2013). Rethinking Models of Feedback for Learning: The Challenge of Design. Assessment & Evaluation in Higher Education, 38(6), 698–712. [Google Scholar]
- Carless, D. (2019). Learners’ feedback literacy and the longer term: Developing capacity for impact. In The impact of feedback in higher education (pp. 51-65). Palgrave Macmillan, Cham. [Google Scholar]
- Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325. [Google Scholar]
- Carless, D., Salter, D., Yang, M. & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395-407. [Google Scholar]
- Carless, D., & Winstone, N. (2020). Teacher feedback literacy and its interplay with student [Google Scholar]
- feedback literacy. Teaching in Higher Education, 1-14. [Google Scholar]
- Chen, O., & Bergner, Y. (2021). “I know it when I see it”: employing reflective practice for assessment and feedback of reflective writing in a makerspace classroom. Information and Learning Sciences, 122(3/4), 199-222. [Google Scholar]
- Clarke, V., & Braun, V. (2013). Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. Psychologist, 26(2), 120-123 [Google Scholar]
- Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques. Sage publications. [Google Scholar]
- Crisp, B. R. (2007). Is it worth the effort? How feedback influences students’ subsequent submission of assessable work. Assessment & evaluation in higher education, 32(5), 571- 581. [Google Scholar]
- Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Vol. 7, p. 429). New York: McGraw-hill. [Google Scholar]
- Handley, K., & Williams, L. (2011). From copying to learning: Using exemplars to engage students with assessment criteria and feedback. Assessment & Evaluation in Higher Education, 36(1), 95-108. [Google Scholar]
- Hattie, J., and Timperley, H. (2007). The Power of Feedback. Review of Educational Reserach, 77 (1), 81–112. [Google Scholar]
- Henderson, M., Phillips, M., Ryan, T., Boud, D., Dawson, P., Molloy E., & Mahoney, P. (2019) Conditions that enable effective feedback. Higher Education Research & Development, 38(7), 1401-1416. [Google Scholar]
- Hu, B. Y., Li, Y., Zhang, X., Roberts, S. K., & Vitiello, G. (2021). The quality of teacher feedback matters: Examining Chinese teachers’ use of feedback strategies in preschool math lessons. Teaching and Teacher Education, 98, 103253. [Google Scholar]
- Jonsson, A. (2013). Facilitating productive use of feedback in higher education. Active learning in higher education, 14(1), 63-76. [Google Scholar]
- Lipnevich, A. A., & Smith, J. K. (2008). Response to assessment feedback: The effects of grades, praise, and source of information. ETS Research Report Series, 2008(1), i-57. [Google Scholar]
- Molloy, E., Boud, D., & Henderson, M. (2020). Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education, 45(4), 527-540. [Google Scholar]
- Nash, R. A., & Winstone, N. E. (2017). Responsibility-sharing in the giving and receiving of assessment feedback. Frontiers in Psychology, 8, 1519. [Google Scholar]
- 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. [Google Scholar]
- Pitt, E., & Norton, L. (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), 499–516. [Google Scholar]
- Pitt, E., & Winstone, N. (2017). Feedback is a two-way street. So why does the NSS only look one way?. Times Higher Education Supplement, 2323, 30. [Google Scholar]
- Price, M., Handley, K., & Millar, J. (2011). Feedback: Focusing attention on engagement. Studies in Higher Education, 36(8), 879-896. [Google Scholar]
- Winstone, N.E., Balloo, K. & Carless, D.(2022). Discipline-specific feedback literacies: A framework for curriculum design. Higher Education, 83, 57–77. [Google Scholar]
- Winstone, N. E., Mathlin, G., & Nash, R. A. (2019, May). Building feedback literacy: Students’ perceptions of the Developing Engagement with Feedback Toolkit. In Frontiers in Education (Vol. 4, p. 39). Frontiers Media SA. [Google Scholar]
- Winstone, N. E., & Nash, R. A. (2016). The developing engagement with feedback toolkit (DEFT). [Google Scholar]
- Winstone, N. E., Nash, R. A., 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. [Google Scholar]
- Yucel, R., Bird, F. L., Young, J., & Blanksby, T. (2014). The road to self-assessment: exemplar marking before peer review develops first-year students’ capacity to judge the quality of a scientific report. Assessment & Evaluation in Higher Education, 39(8), 971-986. [Google Scholar]
|
