Winstone, N., & Carless, D. (2021). Who is feedback for? The influence of accountability and quality assurance agendas on the enactment of feedback processes. Assessment in Education: Principles, Policy & Practice.
Matthews, K., Tai, J., Enright, E., Carless, D., Rafferty, C. & Winstone, N. (2021). Transgressing the boundaries of ‘students as partners’ and ‘feedback’ discourse communities to advance democratic education. Teaching in Higher Education.
Dawson, P., Carless, D. & Lee, P.W. (2021). Authentic feedback: Supporting learners to engage in disciplinary feedback practices. Assessment & Evaluation in Higher Education, 46(2), 286-296.
Carless, D., To, J., Kwan, C. & Kwok, J. (2020). Disciplinary perspectives on feedback practices: Towards signature feedback practices. Teaching in Higher Education.
Winstone, N., Balloo, K. & Carless, D. (2020). Discipline-specific feedback literacies: A framework for curriculum design. Higher Education.
Promising impacts of two recent publications
Carless, D. (2019). Feedback loops and the longer-term: Towards feedback spirals. Assessment and Evaluation in Higher Education, 44(5), 705-714.
Rated 4* in mock RAE, May 2019.
Carless, D. & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment and Evaluation in Higher Education, 43(8), 1315-1325.
More than 400 citations. 2nd ‘Most read’ article in the journal.