‘Only true friends could be cruelly honest’: cognitive scaffolding and social-affective support in teacher feedback literacy

By Yueting Xu, D. Carless. 2017

129 citations recorded by the source corpus.

Subfields: Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/caaa54c15aeae2d6332359958401d1ce4d56158e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Ernesto Panadero
2. Tammy Schellens
3. Tijs Rotsaert
4. A. Jonsson
5. Heidi L. Andrade
6. Zi Yan
7. Jan-Willem Strijbos
8. J. Botella

In Literature and Literary Theory

1. Ernesto Panadero

Citations in the corpus

• Teacher feedback literacy and its interplay with student feedback literacy (2020, unknown): “Feedback needs to be delivered in a supportive, constructive way but also needs to represent an honest appraisal (Xu and Carless 2017).”
• Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills (2018, background): “In a previous study exploring the role of the teacher in a peer assessment activity, Xu and Carless (2016) outlined specific teacher-enabling processes that should be measured in future qualitative studies: (a) cognitive scaffolding, which involves strategies to promote students’ disciplinary…”