Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum-Reference-Cited by-同舟云学术

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Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum

Published:2020-05-12 Issue: Volume: Page:1-15
ISSN:1356-2517
Container-title:Teaching in Higher Education
language:en
Short-container-title:Teaching in Higher Education

Author:

Malecka Bianka¹^ORCID,Boud David¹²³^ORCID,Carless David⁴^ORCID

Affiliation:

1. Centre for Research in Assessment and Digital Learning, Deakin University, Geelong, Australia

2. Faculty of Arts and Social Sciences, University of Technology Sydney, Australia

3. Centre for Research on Work and Learning, Middlesex University, London, UK

4. Faculty of Education, University of Hong Kong, Hong Kong

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/13562517.2020.1754784

Reference32 articles.

1. Translating evidence-based guidelines to improve feedback practices: the interACT case study

2. Generating dialogue in assessment feedback: exploring the use of interactive cover sheets

3. Does student engagement in self-assessment calibrate their judgement over time?

4. The calibration of student judgement through self-assessment: disruptive effects of assessment patterns

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4. Making Learning Visible through Formative Assessments in Postgraduate Orthodontic Education;Seminars in Orthodontics;2024-09

5. Designing Curriculum for Student Feedback Literacy: Student Appreciation for and Engagement with Teacher Feedback;RELC Journal;2024-08-16

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