Designing Effective Feedback Processes in Higher Education

By N. Winstone, D. Carless. 2019

316 citations recorded by the source corpus.

and to each approach. We also present a series of questions to stimulate re ﬂ ection and debate; in line with a dialogic approach to feedback, we would

Subfields: Education

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Citations in the corpus

The need to disentangle assessment and feedback in higher education (2020, methodology): “In the recent literature, there have been renewed calls for the importance of feedback having a design focus in its own right, beyond simply following on from however assessment has been designed (Boud & Molloy, 2013; Henderson et al., 2019a; Winstone & Carless, 2019).”
Teacher feedback literacy and its interplay with student feedback literacy (2020, unknown): “Students could play a greater role in eliciting feedback through feedback requests on issues which they perceive as valuable (Barton et al. 2016; Winstone and Carless 2019).”
What feedback literate teachers do: an empirically-derived competency framework (2021, background): “It has been criticized as ineffective, ill-timed, excessively teacher-focused and poorly designed (Boud and Molloy 2013; Li and De Luca 2014; Winstone et al. 2017; Winstone and Carless 2019).”
Impact of ChatGPT on ESL students’ academic writing skills: a mixed methods intervention study (2024, background): “Several other factors, like the affordances of ChatGPT as a writing tool and its ability to engage students in a dialogic feedback process, backed by theories of Barrot (2023) and Winstone and Carless (2020), also strengthened the theoretical foundations underpinning the use of ChatGPT.”
The power of internal feedback: exploiting natural comparison processes (2020, background): “The interpretation of one information source would invariably call on others, and to an extent each would be used by students to help them calibrate their performance and output, as suggested by Yan and Brown’s (2017) students.”
Authentic feedback: supporting learners to engage in disciplinary feedback practices (2020, background): “Recent key contributions to the literature have established the importance of feedback designs (Boud and Molloy 2013; Winstone and Carless 2019), and our analysis suggests that authenticity is a further significant feature of feedback designs.”
Formative assessment and feedback for learning in higher education: A systematic review (2021, background): “…to synthesise and reconceptualise the evidence in order to develop a more student- centred approach to feedback, moving away from it being viewed as merely an act of transmission for teacher to student (see also Carless & Winstone, 2019 for further discussion on this theoretical distinction).”