Cited by 414Student Assessment and FeedbackEvaluation of Teaching PracticesHigher Education Practises and Engagement

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The feedback triangle and the enhancement of dialogic feedback processes

Yang, Min, Carless, David·2013·Teaching in Higher Education

DOI 10.1080/13562517.2012.719154

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Abstract

This article explores some of the main barriers to the enhancement of feedback processes and proposes a framework for using dialogic feedback to foster productive student learning in the discipline. The framework suggests a feedback triangle focused on the content of feedback (cognitive dimension), the interpersonal negotiation of feedback (social-affective dimension) and the organisation of feedback provision (structural dimension). The interplay between these three elements is central to prospects for the enhancement of feedback processes. Derived from the framework is a set of six key features of optimal feedback practice which we represent as building blocks of an architecture of dialogic feedback. The paper concludes with a research agenda which suggests issues to be further explored in the cognitive, social-affective and structural dimensions.

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“Apart from being communicative, screencast video feedback is thought to be time-saving (Yang and Carless, 2013).”
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Background
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Collaborative Annotation
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Background
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“Examples include the feedback triangle (Yang & Carless, 2013), feedback as a loop (Askew & Lodge, 2000; Mislevy, 2012), ”feedback as telling” (Boud & Molloy, 2012, p. 14), feedback as a gift (Askew & Lodge, 2000; Hargreaves, 2005), feedback as a dialogue (Carless, Salter, Yang, & Lam, 2011; Nicol,…”
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Abramova, V. Y., Veksler, A. K., Glubokova, E. N., Nazmutdinova, T. S., Popova, R. I., Chernyshova, E. P., Андреевна, Ш. О., & Kalabina, I. A. (2024) · Science for Education Today · doi:10.15293/2658-6762.2401.06 · Cited by 1
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West, H., Skidmore, N., Bennett, L., Eve, J., Minett-Smith, C., & Rudge, L. A. (2024) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2024.2402960 · Cited by 2
“Universities frequently receive relatively low student satisfaction scores for assessment (Yang and Carless 2013; MacKay et al. 2019) and perceptions of inconsistency are a cause of concern for students (Bloxham et al. 2016).”
Taking a closer look together
Colombo, L. M., Rodas, E. L., & Álvarez, G. (2024) · Learning and Teaching · doi:10.3167/latiss.2024.170203 · Cited by 2
Perceptions of Tertiary Level Students About Peer Feedback in Writing Classes in Bangladesh
Mahmud, R. (2024) · International Journal of English Linguistics · doi:10.5539/ijel.v14n6p160 · Cited by 1
“It involves offering constructive input on peers’ work, either orally or in writing, while also receiving feedback from peers (Baker 2016, Yang & Carless 2013).”
Background
Assessment Criteria Engagement and Peer-Feedback Quality in Higher Education: Implementing an Engagement Strategy in a Teacher Training Class
Cano, E., & Fernández-Ferrer, M. (2025) · Education Sciences · doi:10.3390/educsci15091151 · Cited by 2
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“When all these conditions are met, the feedback can be considered optimal, aligning with the ‘Feedback Triangle’ model ([10], see also [2]).”
Analysis of instructors’ oral feedback practices and contextual constraints in the EFL classroom: a qualitative study
Haile, K. W., Olamo, T. G., & Yemiru, M. A. (2026) · Humanities and Social Sciences Communications · doi:10.1057/s41599-026-06576-7 · Cited by 3
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He, W., & Jin, X. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1804403 · Cited by 1
“This view transforms feedback from a linear transaction into a dynamic, two-way negotiation of meaning between the giver and receiver (Yang and Carless, 2013).”
Who wrote this? College students’ perceptions and evaluations of human and AI-facilitated feedback
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“A dialogic perspective broadens the concept by treating feedback as an interactive and socially mediated process rather than a one-way transmission (Carless, 2015; Yang and Carless, 2013).”
Promoting teacher and student flourishing through feedback, engagement, and well-being: A case study
Eckert, J., & Kapitaniuk, H. (2026) · Teaching and Teacher Education · doi:10.1016/j.tate.2026.105587 · Cited by 1
Technology, pedagogy, and feedback: how teachers’ digital competencies shape feedback and mathematics achievement through self-regulated learning
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Stimulating feedback conversations : evaluation of a textual feedback tool for industrial design education.
Diggelen, V. M., & Funk, M. (2015) · TU/e Research Portal · Cited by 1
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Self-citation
Balancing academic gatekeeping and interpersonal positioning: A qualitative analysis of written feedback to undergraduate students
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Zulaiha, S., Ma’mun, A. H., & Mulyono, H. (2020) · Indonesian Research Journal in Education |IRJE| · doi:10.22437/irje.v4i1.9089 · Cited by 1
The roles of the F move and its effect on classroom interaction
Purwandari, J. D. (2021) · Epistema · doi:10.21831/ep.v2i1.40512 · Cited by 1
“…on Classroom Interaction Junita Duwi Purwandari There has been plenty of studies suggesting the importance of dialogue in the feedback process as it brings a lot of benefits for students (Ajjawi & Boud, 2017; Hawe & Dixon, 2017; Steen-Utheim & Wittek, 2017; Sutton, 2009; Yang & Carless, 2013).”
Background
What Is Effective Feedback? A Comparison of Views from Academics And Students – A Grounded Theory Approach
Coombes, D. (2021) · The Proceedings of the International Conference on New Approaches in Education. · doi:10.33422/3rd.icnaeducation.2021.07.25 · Cited by 1
“The main rationale for academics wanting to express their opinions regarding this was due to the ever-increasing cohort sizes and short turnaround time to provide students with in-depth feedback.(10) Academic participants were under the impression that students require feedback quickly following an assessment and any…”
Background
The Effect of Perceived Organizational Support on Championing Behavior of IT Professionals: Mediating Role of Psychological Empowerment
Tahira, A., Farooq, W., & Akbar, I. (2021) · International Journal of Business and Administrative Studies · doi:10.20469/ijbas.7.10001-5 · Cited by 1
“Champions assign right person for the right task whenever the problem occurs, (Yang & Carless, 2013).”
Background
The Use of Video, Audio, and E-Portfolios to Provide Feedback
Uijl, S. G., & Filius, R. M. (2022) · Methods in physiology · doi:10.1007/978-3-030-95633-2_9 · Cited by 1
Improved Behavioural Engagement of Students through Low-stakes Online Tests and Immediate Dialogic Feedback
Currie, G., & Ryan, T. (2023) · Journal of International Education and Practice · doi:10.30564/jiep.v6i1.5295 · Cited by 1
“This study assessed whether online low-stakes tests and immediate dialogic feedback developed behavioural engagement (Steen-Utheim & Wittek, 2017; Willis et al., 2021; Yang & Carless, 2013).”
Influential

Authors: Yang, M., & Carless, D.
Affiliations: Education University of Hong Kong (HK)
University of Hong Kong (HK)
Corresponding author: Yang, Min
ORCID: Yang, Min
Carless, David
Venue: Teaching in Higher Education
Publisher: Informa UK Limited
Published: 2013-04
Volume: 18
Issue: 3
Pages: 285-297
ISSN: 1356-2517 (ISSN-L)
1470-1294
DOI: 10.1080/13562517.2012.719154
OpenAlex: W2111497108
Cited by: 414
References: 60
Citations by year: 2026: 40 · 2025: 43 · 2024: 58 · 2023: 36 · 2022: 34 · 2021: 47 · 2020: 33 · 2019: 28 · 2018: 28 · 2017: 27 · 2016: 15 · 2015: 11 · 2014: 10 · 2013: 3
FWCI: 37.31
Type: journal article
Language: en
Open access: closed
Locations: Teaching in Higher Education (publishedVersion)
The HKU Scholars Hub (University of Hong Kong) (submittedVersion)
Topics: Social Sciences › Education › Student Assessment and Feedback
Social Sciences › Education › Evaluation of Teaching Practices
Social Sciences › Education › Higher Education Practises and Engagement
Keywords: dialogic feedback, feedback mechanisms, student learning, feedback architecture, barriers to feedback, university teaching

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The feedback triangle and the enhancement of dialogic feedback processes

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