The DOI matches its Crossref record; 31 of the 31 references it cites were found in a registry or an index.
Feedback loops and the longer-term: towards feedback spirals
Open accessAbstract
A key challenge for feedback practice involves promoting student uptake through the closing of feedback loops. This paper investigates feedback loops by using the concepts of single and double-loop learning to interrogate student responses to feedback. Single-loop learning tackles an identified problem or task, whereas double-loop learning additionally re-evaluates how the problem or task is approached. Evidence from a five-year longitudinal enquiry into four undergraduate students’ experiences of feedback is used to analyse feedback loops. Students reported a variety of experiences: failing to engage significantly with end-of-semester comments; short-term uptake within modules which had two assignments; and longer-term efforts at improving their learning strategies. A model of long-term student engagement with feedback is proposed, including single-loop feedback processes, double-loop feedback processes and unresolved learning puzzles. Whereas feedback loops are mainly focused on the shorter-term, it is suggested that feedback spirals represent an alternative way of analysing complex, iterative longer-term learning processes. Implications for practice focus on student self-regulation and the development of student feedback literacy.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“e concept of feedback loops is discussed which shows a trajectory of how students engage themselves in the feedback process, reflect and make ongoing adjustments during their learning process to enhance learning strategies [78].”
From Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education (2022) · cites this paper as [78]
Citations
Cites
(1994) · Journal of the American Dietetic Association · doi:10.1016/0002-8223(94)92216-0 · Cited by 46,726
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905 · cited 4×
“The view of Hattie and Timperley (2007) is that feedback involves information about performance or understanding with CONTACT David Carless dcarless@hku.hk This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercialNoDerivatives License…”
BackgroundInfluentialOrganizational Learning: A Theory of Action Perspective
Argyris, C., & Schön, D. A. (1997) · Reis · doi:10.2307/40183951 · Cited by 11,113 · cited 3×
“Learning from interaction with peers is one of the features of double-loop learning noted by Argyris and Sch€on (1978) as stimulating behavioural changes.”
BackgroundNicol, D. J., & Macfarlane‐Dick, D. (2006) · Studies in Higher Education · doi:10.1080/03075070600572090 · Cited by 5,846
Formative assessment and the design of instructional systems
Sadler, D. R. (1989) · Instructional Science · doi:10.1007/bf00117714 · Cited by 4,285
Feedback and Self-Regulated Learning: A Theoretical Synthesis
Butler, D. L., & Winne, P. H. (1995) · Review of Educational Research · doi:10.3102/00346543065003245 · Cited by 3,334
The development of student feedback literacy: Enabling uptake of feedback
Carless, D., & Boud, D. (2018) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2018.1463354 · Cited by 2,428
Self-citationRethinking models of feedback for learning: the challenge of design
Boud, D., & Molloy, E. (2013) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2012.691462 · Cited by 1,636 · cited 7×
“Their preferences resonate with the position of Boud and Molloy (2013) that feedback should be designed so that there are opportunities for feedback loops to be closed.”
BackgroundInfluentialTeaching Smart People How to Learn
Argyris, C. (2000) · Elsevier eBooks · doi:10.1016/b978-0-7506-7223-8.50015-0 · Cited by 1,402
Making Sense of Assessment Feedback in Higher Education
Evans, C. (2013) · Review of Educational Research · doi:10.3102/0034654312474350 · Cited by 1,143
Research works printed but not linked: 2
- Argyris C, 1990, Overcoming organizational defenses
- Argyris C, 1991, Harvard Business Review, 69, 99
Cited by
Sorted by citations
Items 101–200 of 328
Al-Obaydi, L. H., & Pikhart, M. (2025) · Language Testing in Asia · doi:10.1186/s40468-025-00375-8 · Cited by 18
“Students utilize the feedback they receive to revise their knowledge of the task and, consequently, their course of action (Carless, 2019).”
Assessment planning at the program-level: a higher education policy review in Australia
Charlton, N., Weir, K., & Newsham‐West, R. (2022) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2022.2061911 · Cited by 10
Feedback in the instrumental music lesson: A qualitative study
de Bruin, L. R. (2022) · Psychology of Music · doi:10.1177/03057356221135668 · Cited by 18
Feedback processing and emotion regulation in nursing students during internship
Hausman, M., Detroz, P., Pétré, B., Guillaume, M., & Dancot, J. (2023) · Learning and Instruction · doi:10.1016/j.learninstruc.2023.101804 · Cited by 10
Learners’ Feedback Literacy and the Longer Term: Developing Capacity for Impact
Carless, D. R. (2019) · Springer eBooks · doi:10.1007/978-3-030-25112-3_4 · Cited by 12
Self-citationRabbani, L. M., & Husain, S. H. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1344997 · Cited by 20
Disentangled Knowledge Tracing for Alleviating Cognitive Bias
Zhou, Y., Lv, Z., Zhang, S., & Chen, J. (2025) · International World Wide Web Conference (WWW) · doi:10.1145/3696410.3714607 · Cited by 9
“What’s worse, due to the feedback loop [10, 11], cognitive bias of KT model will be amplified over time ( e.g. , when an underperformer responds to simple questions incorrectly, ITS may recommend more difficult questions, making it more likely to respond incorrectly) until it reaches a critical…”
Ning, Y., Seah, W. T., Chen, J., Liu, J., & Tan, P. (2026) · Computers & Education · doi:10.1016/j.compedu.2026.105572 · Cited by 10
Bibliometric analysis of assessment and evaluation in higher education: 2012–2023
Sun, W., Ding, Y., Wang, R., Liu, Y., Wang, Y., Zhu, B. L., & Liu, Q. (2024) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2024.2351602 · Cited by 9
Lim, H., Ng, C., Wharrad, H., Lee, Y.-K., Teo, C.-H., Lee, P., Krishnan, K., Hassan, Z. F. A., Yong, P., Yap, W., et al. (2022) · PLoS ONE · doi:10.1371/journal.pone.0274771 · Cited by 6
Bradley, E. J., Anderson, S., & Eagle, L. (2020) · Journal of Learning Development in Higher Education · doi:10.47408/jldhe.vi18.557 · Cited by 10
“…that enables feedback to be provided to the students (Carless, 2019b) so that they are in a position to act and improve work within a module (Black and William, 2009; Quinton and Smallbone, 2010; Sambell et al., 2013), therefore increasing uptake and use of the formative comments (Carless, 2019b).”
BackgroundImprovement in the quality of feedback as an indication of the development of evaluative judgement
Cano, E., Jardí, A., Molins, L. L., & Martins, L. (2024) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2024.2329170 · Cited by 12
“…students developed in this didactic sequence was subject to peer feedback (with stable, non-reciprocal peers), with two deliverables and two feedback cycles or loops , based on the model proposed by Carless (2019) and considering the guidelines established by Panadero, Jonsson, and Strijbos (2016).”
Ortiz, L. G., Maina, M. F., Lanzo, N. C., & Fernández-Ferrer, M. (2024) · Revista de Educación a Distancia (RED) · doi:10.6018/red.599511 · Cited by 21
“Ha de implementarse como un proceso planificado para que el estudiantado pueda enmendar errores o introducir mejoras (Carless, 2019).”
BackgroundPeer feedback for teaching professional development: conditions for it to take effect
Cano, E. (2024) · Cogent Education · doi:10.1080/2331186x.2024.2391577 · Cited by 8
“This leads to working in interactive circles, in the form of loops (O ’ Donovan et al., 2016) or spirals (Carless, 2019).”
Online peer assessment in Galenic Pharmacy: enhancing evaluative judgement in higher education
Cano, E., Halbaut, L., Martins, L., & Molins, L. L. (2024) · Medical Education Online · doi:10.1080/10872981.2024.2409487 · Cited by 8
“As students train their skills as assessors, a progression that is noticeable from one loop to the next [28,29], their comments are less superficial and show greater development of critical thinking.”
BackgroundZwart, D. P., Goei, S. L., Luit, J. E. H. V., & Noroozi, O. (2022) · Interactive Learning Environments · doi:10.1080/10494820.2022.2071946 · Cited by 10
“Feedback is a process in which students interpret comments about the quality of their work as input for the development of their future performance or learning strategies (Carless, 2019; Lati fi et al., 2021).”
BackgroundStudent Perspectives on the Purpose of Peer Evaluation During Group Game Development Projects
Mitchell, A., Greer, T., New, W., Walton-Rivers, J., Watkins, M., Brown, D., & Scott, M. (2021) · doi:10.1145/3481282.3481294 · Cited by 8
“Such interaction requires some level of scaffolding to equip learners with the necessary communication and critical thinking skills [5].”
BackgroundA Tool to Support Students-to-Teacher Feedback in Asynchronous Online Contexts
Cassano, G., & Blas, N. D. (2023) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2023.3273109 · Cited by 8
“…on feedback that originates from the teacher, rather than from the students: even in its more recent developments, which emphasize the agentic role of the student in the dialogic process of responding to the teachers’ prompts, the student is not seen as the one who initiates the process [12].”
BackgroundDesigning feedback activities to help low-performing students
Bjælde, O. E., Boud, D. J., & Lindberg, A. B. (2023) · Active Learning in Higher Education · doi:10.1177/14697874231212820 · Cited by 12
“Feedback research has demonstrated the need for engaging students in dialogue about their feedback (Nicol, 2010; Zhu & Carless, 2018) and for students to take direct action upon the feedback received (Bearman et al., 2016).”
Using bug-in-ear technology as a coaching technique: a scoping review
Gander, T., & Dann, C. E. (2022) · International Journal of Mentoring and Coaching in Education · doi:10.1108/ijmce-05-2022-0040 · Cited by 7
Research impacts and trends in feedback literacy: a bibliometric analysis
Liang, X., Soh, S. B., Hamzah, N. H., & Wang, P. (2024) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2024.2407945 · Cited by 9
“…in feed-back processes, moving beyond merely receiving feedback passively to engaging with it in a proactive, constructive, and reflective manner (Winstone et al. 2017; Winstone, Mathlin, and Nash 2019), and hereby, increase the uptake of feedback by closing ‘feedback loops’ (Carless 2019, 705).”
Grainger, P. (2021) · Journal of University Teaching and Learning Practice · doi:10.53761/1.18.4.4 · Cited by 7
DIY assessment feedback: Building engagement, trust and transparency in the feedback process
Smith, M. J., & Lowe, C. V. (2021) · Journal of University Teaching and Learning Practice · doi:10.53761/1.18.3.9 · Cited by 7
“…tutor to ensure that students have opportunities afforded to them through curriculum design and assessment that facilitate a dialogic approach to feedback, which will, in turn, enable students to begin to develop their capacity to make informed judgements on their own academic work (Carless, 2018).”
InfluentialEffects of modifying the process of creating on novices' creativity in drawing
Wang, S., Takagi, K., & Okada, T. (2022) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2022.101008 · Cited by 7
Unissa, R., & Alhasan, N. A. (2024) · Innovare Journal of Education · doi:10.22159/ijoe.2024v12i6.52896 · Cited by 6
Cheng, X., & Xu, J. (2025) · Humanities and Social Sciences Communications · doi:10.1057/s41599-025-05007-3 · Cited by 8
Tang, X., Jiang, L., Liu, G., & Li, H. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1610550 · Cited by 6
“Feedback is essential for academic development and achievement (Carless, 2019).”
Using a social robot for different types of feedback during university lectures
Lehmann, H., & Švarný, P. (2021) · EDUCATION SCIENCES AND SOCIETY · doi:10.3280/ess2-2021oa12485 · Cited by 7
Roscoe, R. D., Balyan, R., McNamara, D. S., Banawan, M., & Schillinger, D. (2023) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2023.103059 · Cited by 6
Steps to implementation: the role of peer feedback inner structure on feedback implementation
Lyu, Q., Chen, W., Su, J., & Heng, K. H. J. G. (2023) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2023.2291340 · Cited by 7
“Supportive opposing and neutral positions were added to represent the content that focused on conveying assessors’ understandings or standpoints on the design solutions (Zhu and Carless 2018).”
Background¿Cómo implicar a los estudiantes para que utilicen el feedback online?
Espasa, A., & Guasch, T. (2021) · RIED Revista Iberoamericana de Educación a Distancia · doi:10.5944/ried.24.2.29107 · Cited by 9
Ossenberg, C., Mitchell, M. L., & Henderson, A. J. (2020) · BMJ Open · doi:10.1136/bmjopen-2019-034945 · Cited by 9
Huang, W.-C. (2025) · Education Sciences · doi:10.3390/educsci15040429 · Cited by 5
“This synergy creates a feedback loop: motivated learners engage behaviorally, and successful engagement reinforces their motivation, creating a cycle of continuous improvement (Carless, 2019; Gan, 2020).”
The role of feedback self-efficacy in student feedback engagement
Bassleer, M., Schelfhout, S., Fonteyne, L., Duyck, W., & Dirix, N. (2025) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2025.101520 · Cited by 7
Transforming Feedback into Learning Throughout the Trajectory of Competency Based Medical Education
Wu, S., Choi, Y. F., & Patel, L. (2025) · Indian Pediatrics · doi:10.1007/s13312-025-00012-w · Cited by 6
“Both single-and double-loop feedback help the learner to identify gaps, take actions and close the gap such that performance is corrected, modified and improved [6].”
Computational Tools and Techniques for Reliability and Maintainability
Yazdi, M. (2024) · Springer series in reliability engineering · doi:10.1007/978-3-031-53514-7_4 · Cited by 5
Pernaa, J., Ambrož, M., & Haatainen, O. (2025) · Education Sciences · doi:10.3390/educsci15091196 · Cited by 9
Donnelly, R., & Maguire, T. (2020) · Australasian Journal of Educational Technology · doi:10.14742/ajet.5892 · Cited by 5
“11 student responses to feedback (Carless, 2018), triple loop in the context of diversity management (Kwon & Nicolaides, 2017) and the organisational learning literature (Tosey et al., 2012), this is an opportunity to use triple-loop learning in exploring transformation for teachers in a design role. Tosey et al. (201…”
BackgroundMethodInfluentialBeyond Automation: A Conceptual Framework for AI in Educational Assessment
Fartușnic, R., Istrate, O., & Fartușnic, C. (2025) · Journal of Digital Pedagogy · doi:10.61071/jdp.2555 · Cited by 6
“This process-oriented conceptualization directly responds to calls in the literature for more integrated assessment approaches that view evaluation as a continuous cycle rather than isolated events (Boud & Soler, 2016; Carless, 2019).”
Agrawal, K., Kumar, N., Singh, A., Lu, C., & Leung, M.-F. (2026) · Food & Function · doi:10.1039/d6fo02990f · Cited by 4
Beyond Just Metrics: For a Renewed Approach to Assessment in Higher Education
Raffaghelli, J. E., & Grion, V. (2023) · Higher education dynamics · doi:10.1007/978-3-031-24193-2_4 · Cited by 4
Chen, H., Tang, S., Zhang, S., Xu, J., & Wang, G. (2024) · Current Psychology · doi:10.1007/s12144-024-06578-1 · Cited by 4
“…the following six factors: comparative analysis, expressing communication, mathematical students provide feedback on the quality of information and their academic improvement through diagnostic evaluation (fifth factor), and then consider subsequent feedback actions (Carless, 2019; DeKleijn, 2023).”
Influentialİstencioğlu, T., Lassesen, B., Lindberg, A. B., Boud, D. J., Bjælde, O. E., Dikilitaş, K., Ershova, T., Gray, R., Kvernenes, M., Musaeus, P., et al. (2025) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2025.2553897 · Cited by 4
“Considering these findings, it can be interpreted that teachers’ feedback designs—despite disciplinary differences—seek to promote ongoing and dynamic cycles between teachers and students, particularly through feedback loops, as advocated by Carless (2019).”
Developing university students' feedback literacy through peer feedback activities
Laici, C., & Pentucci, M. (2023) · EDUCATION SCIENCES AND SOCIETY · doi:10.3280/ess1-2023oa15925 · Cited by 4
“Inside them one should replace the “old-fashioned” university lesson by learning centered approaches (Winstone and Carless, 2019) and collaborative and dialogical ways making use of the technologies.”
BackgroundInfluentialChen, W., Lyu, Q., Su, J., Chai, A. S. C., Zhang, W., Su, G., & Li, X. (2023) · Proceedings. · doi:10.22318/icls2023.747522 · Cited by 4
Metu, I. C., Agu, N. N., & Eleje, L. İ. (2024) · Futurity of Social Sciences. · doi:10.57125/fs.2024.06.20.02 · Cited by 4
Enabling the feedback process in work-based learning: an evaluation of the 5 minute feedback form
O’Malley, E., Scanlon, A.-M., Alpine, L., & McMahon, S. (2020) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1842852 · Cited by 5
Jones, D., & Ellison, L. (2020) · The Law Teacher · doi:10.1080/03069400.2020.1729012 · Cited by 4
Daumiller, M. H., & Meyer, J. (2025) · doi:10.31234/osf.io/zfxe6_v3 · Cited by 4
“Foregrounding the learner’s role in feedback processing, the reciprocal and interactive nature of feed-back also became highlighted (e.g. Winstone et al., 2017; Price et al., 2011; Ajjawi & Boud, 2018; Carless, 2018).”
Zhan, Y. (2025) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2025.2546347 · Cited by 3
The feedback process as a scaffold of evaluative judgement
Gladovic, C., Tai, J. H.-M., Nicola-Richmond, K., & Dawson, P. (2026) · Higher Education Research & Development · doi:10.1080/07294360.2025.2559635 · Cited by 3
“While it is yet to be demonstrated empirically, conceptual arguments in the literature (Carless & Boud, 2018; Zhu & Carless, 2018) suggest that feedback likely helps learners calibrate their jud-gements.”
Mitchell, V., Borgstrom, E., Murphy, S., Campbell, C., Sieminski, S., & Fraser, S. (2023) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2023.2199953 · Cited by 3
“There is a wealth of evidence supporting the usefulness of feedback for student learning, with authors contending that it is central to academic development and achievement (Weaver 2006; Carless 2019).”
BackgroundWu, M.-Y. M., & Yezierski, E. J. (2023) · Journal of Chemical Education · doi:10.1021/acs.jchemed.3c00409 · Cited by 4
“45 This type of work has largely taken place in the context of instructional coaching, preservice teacher preparation, and interactions between in-service teachers.”
Deehan, J., Parker, P., & MacDonald, A. (2023) · Innovations in Education and Teaching International · doi:10.1080/14703297.2023.2292059 · Cited by 3
“…Nicol, 2010; Walker, 2009); feedfor-ward, or the provision of feedback messages that explicitly guide learners towards improved future performance (Carless, 2018; Carless & Boud, 2018; Hattie & Timperley, 2007; Henderson et al., 2016; Nicol, 2010; Nicol & Macfarlane ‐ Dick, 2006); diversity, or…”
Students’ perspective on feedback in mathematics in high school
Sandal, A. K., & Sperle, A. K. (2024) · Cogent Education · doi:10.1080/2331186x.2024.2343523 · Cited by 3
“If grades and summative assessment intend to function as formative assessment, the teacher must plan the timing of feedback and further learning processes as part of the teaching structure and design in the classroom (Carless, 2019; Normann et al., 2023; Pippitt et al., 2022).”
Collaborative Synchronous Coaching to Enable the Third Space in Initial Teacher Education
Gander, T., Dann, C. E., & O’Neill, S. (2024) · Action in Teacher Education · doi:10.1080/01626620.2024.2335896 · Cited by 3
“A key characteristic of BIE technology is the ability to modify how feedback is provided and acted upon, which is closely associated with single-loop feedback processes (Carless, 2019).”
Chirubvu, L., & Muzerengi, F. (2024) · HAMKA INSIGHT · doi:10.51574/hamka.v4i1.115 · Cited by 4
Performance reviews as an active method to improve feedback and performance
Schaefer, R. A. B., & Copeland, L. K. (2022) · Active Learning in Higher Education · doi:10.1177/14697874221091898 · Cited by 7
“Both short-term and long-term feedback loops can improve the use of feedback (Carless, 2019).”
BackgroundFeedback del profesorado con uso de TIC y percepciones del alumnado en la educación secundaria
Romero, L. L. M., & Rochera, M. J. (2022) · Revista Educación · doi:10.15517/revedu.v46i2.49779 · Cited by 3
“…diversas personas autoras están promulgando la reconceptualización del feedback: focalizan la atención en el alumnado y no solo en el profesorado (Carless, 2020), al entenderlo, además, como parte de un proceso de apoyo al aprendizaje por parte del cuerpo docente que culmina con el uso de la…”
BackgroundFrankowska, M., Świerczek, A., & Cheba, K. (2022) · Technological and Economic Development of Economy · doi:10.3846/tede.2022.17799 · Cited by 3
SPIRAL PEDAGOGY: DEVELOPING A QUANTITATIVE HABIT OF MIND IN MARKETING STUDENTS
Daniels, R. A., Knowles, K. A., Lindner, A. L., & Naasz, E. (2024) · Marketing Education Review · doi:10.1080/10528008.2024.2340575 · Cited by 3
“In contrast, a multi-looped process produces more sustainable learning by improving mid to long-term learning outcomes (Carless, 2019).”
BackgroundInfluentialA Research Report: Theorizing ESL Community College Students’ Perception of Written Feedback
Chong, S. W. (2019) · Community College Journal of Research and Practice · doi:10.1080/10668926.2019.1610675 · Cited by 3
“Definitions of feedback have been dichotomized into “feedback information” and “feedback process” which warrants a reconceptualization of feedback which reconciles the two (Carless, 2018).”
BackgroundAre You Feeding Back or Is It Taking Students Forward?
Dann, C. E., & O’Neill, S. (2019) · Advances in higher education and professional development book series · doi:10.4018/978-1-7998-0426-0.ch014 · Cited by 3
Teaching advancement with Phased Assessments and Looped Feedback (PALF) model
Abadi, H. A., Mainali, B., & Lumantarna, E. (2022) · European Journal of Engineering Education · doi:10.1080/03043797.2022.2145937 · Cited by 3
Feedback to align teacher and student in a Digital Learning Ecosystem
Pentucci, M., Sarra, A., & Laici, C. (2023) · EDUCATION SCIENCES AND SOCIETY · doi:10.3280/ess1-2023oa15761 · Cited by 4
“The dynamic feedback loop (Carless, 2019) is fostered and supported by learning environments inspired by the principles of adaptation and congruence (Maturana and Varela, 1980): this enables to hybridize some tools, thought especially for didactics, through generalist tools, reconverted to the uses…”
BackgroundStudent and Faculty Perceptions on Feedback in a Graduate Social Work Distance Education Program
McCarthy, K. M., Wilkerson, D., & Ashirifi, G. D. (2022) · Journal of Teaching in Social Work · doi:10.1080/08841233.2022.2102103 · Cited by 2
“Carless (2022) recommends feedback be understood as a collaborative process between student and teacher.”
BackgroundExploring Students’ Perceptions on Effective Online Tutoring at a Distance Education Institution
Enwereji, P. C., Rooyen, A. A. V., & Terblanche, E. A. J. (2023) · The Electronic Journal of e-Learning · doi:10.34190/ejel.21.4.3131 · Cited by 2
Yu, L. (2024) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2024.101589 · Cited by 2
AI-Driven Predictive Risk Modelling for Aerospace Supply Chains.
Advance Supplier Management-Manufacturing Agent, B., & Vishwakarma, S. K. (2025) · International Interdisciplinary Business Economics Advancement Journal · doi:10.55640/business/volume06issue05-06 · Cited by 2
Román-Cao, E., Padrón, A. L., & Deroncele-Acosta, Á. (2025) · Interactive Learning Environments · doi:10.1080/10494820.2025.2565679 · Cited by 2
The impact of neuroscience and artificial intelligence on feedback: a systematic review
Adıgüzel, O. C., Potvin, P., & Esen, E. (2026) · Educational Technology Research and Development · doi:10.1007/s11423-026-10589-z · Cited by 2
Providing emotional support through written feedback: an exploratory study of Chinese EFL teachers
Guo, L., & Zheng, Y. (2026) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2026.2619535 · Cited by 2
Vigentini, L., Swibel, B., & Hasler, G. (2021) · Advances in analytics for learning and teaching · doi:10.1007/978-3-030-81222-5_14 · Cited by 2
Making assessment feedback effective in higher education: A review of literature
Karunanayake, I. (2022) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2022.5.2.ss3 · Cited by 2
Lee, A., Donoff, C., & Ross, S. (2022) · Journal of Graduate Medical Education · doi:10.4300/jgme-d-21-00832.1 · Cited by 2
Dealing confidently with feedback: the impact of a Grow Your Academic Resilience workshop
Briscoe, H., Olson, C., & Prior, M. (2023) · Journal of Learning Development in Higher Education · doi:10.47408/jldhe.vi28.1019 · Cited by 2
“However, it is also important to recognise that increasing students’ resilience to deal confidently with feedback cannot be effective unless educators also take responsibility for making it timely and useful (Carless and Boud, 2018; Carless, 2019).”
BackgroundWilfredi, D., & Wachira, N. (2024) · JOURNAL OF ISSUES AND PRACTICE IN EDUCATION · doi:10.61538/jipe.v16i.1436 · Cited by 2
Ferrada, C. (2024) · Revista Realidad Educativa · doi:10.38123/rre.v4i1.354 · Cited by 2
Dong, C. C. S., Isings, E., Jones, S. M., Samson, H., McCorquodale, L., Telfer, T. G. W., Ropp, T., & Bell, C. E. (2024) · Cogent Education · doi:10.1080/2331186x.2024.2316920 · Cited by 2
“Previous research indicates that while feedback provides opportunities for students to grow in their skills and abilities (Carless, 2019; Carless & Boud, 2018; Hattie & Timperley, 2007), it may foster stress (Crommelinck & Anseel, 2013; Rowe, 2017; Ryan & Henderson, 2018).”
Ignacio, M., Julhamid, N. U., & Asiri, M. S. (2024) · Journal of Education and Academic Settings · doi:10.62596/fvr96v47 · Cited by 2
Model of motivational competence: creation of students’ motivation, assessment, and research
Satka, F., & Garneva, E. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1372142 · Cited by 8
AI-Driven Fraud Detection in Cryptocurrency Transactions
Patel, O. (2022) · INTERNATIONAL JOURNAL OF ADVANCED RESEARCH IN ENGINEERING & TECHNOLOGY · doi:10.34218/ijaret.13.2.009 · Cited by 2
Personalized Feedback in University Contexts: Exploring the Potential of AI-Based Techniques
Gratani, F., Screpanti, L., Giannandrea, L., Scaradozzi, D., & Capolla, L. M. (2024) · Communications in computer and information science · doi:10.1007/978-3-031-67351-1_30 · Cited by 3
The Value of Tripartite Reviews and Their Impact on the Student Journey
Barnett, J., & Burrell, M. (2024) · Springer eBooks · doi:10.1007/978-3-031-68431-9_9 · Cited by 2
de Vries, J., Visscher, A. J., & Schildkamp, K. (2024) · Review of Education · doi:10.1002/rev3.70009 · Cited by 5
How Large Language Model-Based Generative AI Supports EFL Students’ Writing—A Case Study of ChatGPT
张, 田. (2025) · Advances in Education · doi:10.12677/ae.2025.152353 · Cited by 2
Müllen, R. V. (2019) · Dansk Universitetspædagogisk Tidsskrift · doi:10.7146/dut.v14i27.114933 · Cited by 2
“Først når de studerende har været igennem hele feedbackcirklen, og deres produkt er blevet forbedret, er læringspotentialet nået (Reinholz, 2016; Carless, 2019).”
BackgroundDeveloping University Students’ Feedback Literacy When Teaching a Foreign Language
Zarutckaia, E. V. (2021) · Pedagogy Theory & Practice · doi:10.30853/ped210109 · Cited by 2
Towards Assessment as Learning: Findings from online courses for secondary school teachers
Gratani, F. (2021) · EDUCATION SCIENCES AND SOCIETY · doi:10.3280/ess2-2021oa12877 · Cited by 4
Feeling supported: Enabling students in diverse cohorts through personalised, data-informed feedback
Lim, L.-A., Fudge, A. L., & Dawson, S. (2019) · ASCILITE Publications · doi:10.14742/apubs.2019.264 · Cited by 2
“ASCILITE 2019 Singapore University of Social Sciences 208 independent learning by developing students’ self-regulatory skills in the longer term (Boud & Molloy, 2013; Carless, 2018), which LADs have thus far been unable to afford.”
BackgroundInfluentialGratani, F., Capolla, L. M., Giannandrea, L., & Rossi, P. G. (2023) · EDUCATION SCIENCES AND SOCIETY · doi:10.3280/ess1-2023oa16050 · Cited by 2
Retroalimentación en la educación remota en el nivel secundaria de la Educación Básica Regular
Gutierrez-Sanchez, R., Quiñones, H. T., & Monterroso-Vargas, M. (2021) · 593 Digital Publisher CEIT · doi:10.33386/593dp.2021.6-1.839 · Cited by 2
García, E. C., Halbaut, L., Martins, L., & Molins, L. L. (2023) · Research Square · doi:10.21203/rs.3.rs-2427857/v1 · Cited by 2
Bezyzvestnykh, E. A., & Skryabin, M. (2023) · Informatics and Education · doi:10.32517/0234-0453-2023-38-2-57-65 · Cited by 1
Villena, R. M., Ramos, J. M. C., Matta-Jara, R., & Romero-Romero, J. A. (2023) · LACCEI International Multi-Conference for Engineering, Education and Technology (LACCEI) · doi:10.18687/laccei2023.1.1.1381 · Cited by 1
“Si bien, la pandemia aceleró el ingreso de mayores posibilidades digitales, a la luz de la bibliografía revisada, se requería un rediseño de la práctica retroalimentativa para tener resultados de aprendizaje efectivos [5], [6], [7], [8], [9], [10].”
BackgroundInfluentialPan, T., & Jiang, L. (2024) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-024-00936-0 · Cited by 1
“To improve retention and understanding of GE courses, anticipatory responses and systematic practices are essential (Carless, 2019).”
Liu, W.-F., & Lu, L. (2025) · International Journal of Sociologies and Anthropologies Science Reviews · doi:10.60027/ijsasr.2025.5828 · Cited by 1
“The results substantiated the assertion that student feedback literacy, a tacit form of knowledge, could only be acquired through co-construction in a dialogic process (Reddy et al., 2020; Zhu & To, 2021).”
InfluentialChen, N., Xiong, W., & Zhang, E. D. (2025) · Journal of English for Academic Purposes · doi:10.1016/j.jeap.2025.101553 · Cited by 1
Cano, E., & Fernández-Ferrer, M. (2025) · Education Sciences · doi:10.3390/educsci15091151 · Cited by 2
Interdisciplinary Teaching Quality Monitoring for Primary Majors Under “Double-High” Policy
Zhou, L. (2025) · International Journal of Knowledge Management · doi:10.4018/ijkm.389194 · Cited by 1
Metadata
- Authors
- Carless, D.
- Affiliations
- University of Hong Kong (HK)
- Corresponding author
- Carless, David
- ORCID
- Carless, David
- Venue
- Assessment & Evaluation in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2018-11-14
- Volume
- 44
- Issue
- 5
- Pages
- 705-714
- ISSN
- 0260-2938 (ISSN-L)
- 1469-297X
- OpenAlex
- W2901943084
- Cited by
- 328
- References
- 31
- Citations by year
- 2026: 56 · 2025: 46 · 2024: 55 · 2023: 49 · 2022: 45 · 2021: 40 · 2020: 22 · 2019: 15
- FWCI
- 62.42
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Assessment & Evaluation in Higher Education (publishedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Higher Education Practises and Engagement
- Keywords
- feedback loops, single-loop learning, double-loop learning, student engagement with feedback, student self-regulation, feedback literacy, learning strategies, undergraduate students
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
