Unpacking the feedback process: an analysis of undergraduate students’ interactional meaning-making of feedback comments

By Rachelle Esterhazy, C. Damşa. 2019

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Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum (2020, background): “While there are features of it which may be transferable, much of it requires an understanding of the particular disciplinary context in which feedback opportunities are exploited (Esterhazy, Nerland, and Damşa 2019).”
Examining the nature and effects of feedback dialogue (2018, background): “Few have highlighted the role of dialogic feedback in the professional socialisation of students into a discipline (Eriksson and Mäkitalo 2015; Esterhazy and Damşa 2017; Molloy 2009).”
The development of student feedback literacy: enabling uptake of feedback (2018, unknown): “Affective responses to feedback are mediated by students’ relationships with their teacher and with other participants as they construct meanings together (Esterhazy and Damsa 2017).”