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D-Index & Metrics

Social Sciences and Humanities

D-Index
62
Citations
19536
World Ranking
1245
National Ranking
20

Overview

David Carless is affiliated with the University of Hong Kong in China, where their research focuses primarily on social sciences with a strong emphasis on education. Their work explores various aspects of student assessment, feedback, and higher education practices.

Carless has contributed extensively to the academic conversation on feedback and assessment, particularly within higher education contexts. Key research topics include:

  • Student Assessment and Feedback
  • Evaluation of Teaching Practices
  • Higher Education Practices and Engagement
  • Reflective Practices in Education
  • Higher Education Learning Practices
  • Educational Assessment and Improvement
  • Teacher Education and Leadership Studies

Their notable recent papers are:

  • Teacher feedback literacy and its interplay with student feedback literacy, 2020, Teaching in Higher Education
  • From teacher transmission of information to student feedback literacy: Activating the learner role in feedback processes, 2020, Active Learning in Higher Education
  • Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum, 2020, Teaching in Higher Education
  • Self-assessment is about more than self: the enabling role of feedback literacy, 2021, Assessment & Evaluation in Higher Education
  • Feedback literacy: a critical review of an emerging concept, 2022, Higher Education

Carless frequently publishes in journals such as:

  • Assessment & Evaluation in Higher Education
  • Teaching in Higher Education
  • Higher Education
  • Studies in Higher Education
  • Higher Education Research & Development

Their collaborative work includes multiple publications with coauthors:

  • Naomi Winstone
  • David Boud
  • Jessica To
  • Stephanie Young
  • Bianka Malecka

David Carless's research intersects various subfields including education, information systems and management, developmental and educational psychology, public health, and literature and literary theory. This interdisciplinary approach supports a broad engagement with both educational theory and practical methodologies in teaching and assessment.

Best Publications

  • The development of student feedback literacy: enabling uptake of feedback

    David Carless;David Boud

  • Differing perceptions in the feedback process

    David Carless

  • Peer feedback: the learning element of peer assessment

    Ngar-Fun Liu;David Carless

  • Developing sustainable feedback practices

    David Carless;Diane Salter;Min Yang;Joy Lam

  • Learning‐oriented assessment: conceptual bases and practical implications

    David Carless

  • Issues in Teachers´ Reinterpretation of a Task- Based Innovation in Primary Schools.

    David Carless

  • The feedback triangle and the enhancement of dialogic feedback processes

    Min 楊敏 Yang;David Robert Carless

  • Teacher feedback literacy and its interplay with student feedback literacy

    David Carless;Naomi Winstone

  • From Testing to Productive Student Learning: Implementing Formative Assessment in Confucian-Heritage Settings

    David Carless

  • The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong

    David Carless

  • Factors in the implementation of task-based teaching in primary schools

    David Robert Carless

  • Exploring learning-oriented assessment processes

    David Carless

  • STUDENT USE OF THE MOTHER TONGUE IN THE TASK-BASED CLASSROOM

    David Carless

  • Excellence in University Assessment: Learning from award-winning practice

    David Carless

  • Prospects for the Implementation of Assessment for Learning.

    David Carless

  • Implementing task-based learning with young learners

    David Robert Carless

  • From Testing to Productive Student Learning: Implementing Formative Assessment in Confucian-Heritage Settings

    Unknown

  • Trust, distrust and their impact on assessment reform

    David Carless

  • Feedback loops and the longer-term: towards feedback spirals

    David Carless

  • Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach

    Naomi Winstone;David Carless

  • How Assessment Supports Learning: Learning-Oriented Assessment in Action

    David Robert Carless;Gordon Rowland Joughin;Ngar Fun 廖雅芬 Liu

  • Good practices in team teaching in Japan, South Korea and Hong Kong

    David R. Carless

Frequent Co-Authors

David Boud
David Boud Deakin University
Gavin T. L. Brown
Gavin T. L. Brown University of Auckland
Clive Dimmock
Clive Dimmock University of Glasgow

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