D
David Carless
Researcher at University of Hong Kong
Publications - 97
Citations - 8690
David Carless is an academic researcher from University of Hong Kong. The author has contributed to research in topics: Formative assessment & Curriculum. The author has an hindex of 39, co-authored 90 publications receiving 7086 citations. Previous affiliations of David Carless include Hong Kong Institute of Education & Guangdong University of Foreign Studies.
Papers
More filters
Journal ArticleDOI
Differing perceptions in the feedback process
TL;DR: In this paper, the authors examine the notion of written feedback on assignments and argue that this feedback process is more complex than is sometimes acknowledged, and conclude that assessment dialogues are a way forward to mitigate some of the mistrust or misconceptions that may be unwanted outcomes of the assessment process.
Journal ArticleDOI
Peer feedback: the learning element of peer assessment
Ngar-Fun Liu,David Carless +1 more
TL;DR: In this article, a large-scale questionnaire survey of tertiary students (1740) and academics (460) in Hong Kong, supplemented by interview data was conducted to examine the rationale for peer feedback, emphasizing its potential for enhanced student learning.
Journal ArticleDOI
The development of student feedback literacy: enabling uptake of feedback
David Carless,David Boud +1 more
TL;DR: In this article, four inter-related features are proposed as a framework underpinning students' feedback literacy: appreciating feedback; making judgments; managing affect; and taking action, and two well-established learning activities, peer feedback and analysing exemplars, are discussed to illustrate how this framework can be operationalized.
Journal ArticleDOI
Developing sustainable feedback practices
TL;DR: In this article, the authors make a case for sustainable feedback as a contribution to the reconceptualization of feedback processes and highlight the importance of student self-regulation in higher education.
Journal ArticleDOI
Learning‐oriented assessment: conceptual bases and practical implications
TL;DR: In this paper, the authors focus on the potential of the learning aspects of assessment and introduce the term "learning-oriented assessment" and three elements of it are elaborated: assessment tasks as learning tasks; student involvement in assessment as peer or self-evaluators; and feedback as feedforward.