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.
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“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
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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…”
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“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.”
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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.”
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Cited by
Sorted by citations
Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education
Hooda, M., Rana, C., Dahiya, O., Rizwan, A., & Hossain, M. S. (2022) · Mathematical Problems in Engineering · doi:10.1155/2022/5215722 · Cited by 444
“)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].”
BackgroundA review of feedback models and typologies: Towards an integrative model of feedback elements
Panadero, E., & Lipnevich, A. A. (2022) · Educational Research Review · doi:10.1016/j.edurev.2021.100416 · Cited by 389
Essel, H. B., Vlachopoulos, D., Essuman, A. B., & Amankwa, J. O. (2024) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2023.100198 · Cited by 296
“Moreover, the findings indicated that using ChaGPT as a support system emphasized the importance of efficient learning approaches in fostering reflection (Carless, 2019).”
BackgroundCarless, D. R. (2020) · Active Learning in Higher Education · doi:10.1177/1469787420945845 · Cited by 320
“Students need agency to take action in response to feedback information to close feedback loops (Carless, 2019).”
BackgroundSelf-citationA Review of Feedback Models and Theories: Descriptions, Definitions, and Conclusions
Lipnevich, A. A., & Panadero, E. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.720195 · Cited by 368
“Carless and Boud (2018): A Proposal for Students’ Feedback Literacy Carless’ work was voted in favor of inclusion by three experts but it was difficult to decide on a specific model, because he had proposed four (Carless et al., 2011; Yang and Carless, 2013; Carless, 2018; Carless and Boud, 2018).”
Background
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
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