Double duty, shared responsibilities and feedback-literacy Cover

Double duty, shared responsibilities and feedback-literacy

Perspectives on Medical Education

Volume 9 (2020): Issue 4

By: David Carless

Open Access

|Aug 2020

Abstract

None

References

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Burm S Sebok-Syer SS VanKoughnett JA Watling CJ Are we generating more assessments without added value? Surgical trainees’ perceptions of and receptiveness to cross-specialty assessment Perspect Med Educ 2020 10.1007/s40037-020-00594-0

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Watling C Driessen E van der Vleuten C Lingard L Learning culture and feedback: an international study of medical athletes and musicians Med Educ 2014 48 713 723 10.1111/medu.12407

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Boud D Sustainable assessment: rethinking assessment for the learning society Stud Contin Educ 2000 22 151 167 10.1080/713695728

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Carless D Excellence in university assessment: learning from award-winning practice 2015 London Routledge 10.4324/9781315740621

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Dawson P Carless D Lee PPW Authentic feedback: supporting learners to engage in disciplinary feedback practices Assess Eval High Educ 2020 10.1080/02602938.2020.1769022

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Carless D Boud D Molloy L Trust and its role in facilitating dialogic feedback Feedback in higher and professional education 2013 London Routledge 90 103

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Reina DS Reina ML Trust and betrayal in the workplace: building effective relationships in your organization 2006 San Francisco Berrett-Koehler

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Nash RA Winstone NE Responsibility-sharing in the giving and receiving of assessment feedback Front Psychol 2017 8 1519 10.3389/fpsyg.2017.01519

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Winstone NE Pitt E Nash RA Educators’ perceptions of responsibility-sharing in feedback processes Assess Eval High Educ 2020 10.1080/02602938.2020.1748569

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Carless D Boud D The development of student feedback literacy: enabling uptake of feedback Assess Eval High Educ 2018 43 8 1315 1325 10.1080/02602938.2018.1463354

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Malecka B Boud D Carless D Eliciting, processing and responding to feedback: mechanisms for embedding feedback literacy within the curriculum Teach High Educ 2020 10.1080/13562517.2020.1754784

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Henderson M Molloy E Ajjawi R Boud D Henderson M Ajjawi R Boud D Molloy E Designing feedback for impact The impact of feedback in higher education: improving assessment outcomes for learners 2019 Basingstoke Palgrave Macmillan 267 285 10.1007/978-3-030-25112-3_15

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DOI: https://doi.org/10.1007/S40037-020-00599-9 | Journal eISSN: 2212-277X

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Language: English

Published on: Aug 21, 2020

Published by: Bohn Stafleu van Loghum

In partnership with: Paradigm Publishing Services

Publication frequency: 1 issue per year

© 2020 David Carless, published by Bohn Stafleu van Loghum
This work is licensed under the Creative Commons Attribution 4.0 License.

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