Trust and its role in facilitating dialogic feedback

By D. Carless. 2012

195 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/946208e9c0d4e9744f81d88c3718d650ecb5f1ff

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In Education

Citations in the corpus

The development of student feedback literacy: enabling uptake of feedback (2018, unknown): “If a trusting atmosphere is established, learners are more likely to develop the confidence and faith to reveal what they do not fully understand (Carless 2013).”
Examining the nature and effects of feedback dialogue (2018, background): “Yang and Carless (2013) argued that the social affective dimension – for establishing and maintaining social relationships – is foundational to the content of the feedback not being derailed.”
A collaborative learning approach to dialogic peer feedback: a theoretical framework (2020, background): “Dialogue can help students actively construct meaning from feedback and collectively decide on the learning actions to take to improve learning and task performance (Yang and Carless 2013).”
Enhancing the assessment experience: improving student perceptions, engagement and understanding using online video feedback (2016, background): “Yang and Carless (2013) suggest that the limitations of one-way transmissive feedback, described by Sadler (2010) as ‘telling’, can be circumvented by adopting a dialogic approach.”
Assessment for learning: a catalyst for student self-regulation (2017, background): “…assessment (Carless 2007, 2015) can be successfully enacted across a range of disciplines and contexts, with a view to supporting and furthering students’ learning (see e.g. Hendry, Bromberger, and Armstrong 2011; Carless 2013, 2015; Hendry and Anderson 2013; nicol 2013; To and Carless 2015).”