A must read (open access). Great book on feedback practices at work, edited by Molloy and Boud. Multiple feedback encounters,learning from observation,noticing,just to name a few. www.routledge.com/Feedback-Practices-at-Work-Maximising-Student-Learning-on-Placements/Molloy-Boud/p/book/9781032959085

“More Feedback, Please”: Student Perceptions of Active Learning Strategies for Formative Assessment to Enhance Sustainable Learning in Higher Education www.mdpi.com/2071-1050/18...

Revisiting: Self-assessment is about more than self: the enabling role of feedback literacy by Zi Yan & David Carless www.yanzi.hk/assets/artic...

Learning from comparison comproved.com/en/assessmen...

Learning from comparison - Comproved

We tell you about the power of learning from comparison and how you can use it as a learning strategy in education

comproved.com

Explicit teaching strategies education.nsw.gov.au/teaching-and... with lots of resources for 8 teaching strategies 👇

Self-video modeling combined with self-feedback in youth sport: an opinion on cognitive load, attention, and learning design: pmc.ncbi.nlm.nih.gov/articles/PMC... #internalfeedbackdesign #selffeedback #comparison

Listening to David Boud who talks about assessment, feedback, grading (whose obsession is it?) and AI. A focus on less grading and more feedback from various resources in: Campus Talks: How to create university assessments that serve learning open.spotify.com/episode/2pyr...

Campus Talks: How to create university assessments that serve learning

Campus Talks by Times Higher Education · Episode

open.spotify.com

From black box to pedagogical partner: Students’ sense-making of LLM based automated assessment: dergipark.org.tr/en/download/...

www.linkedin.com/posts/bastri...

#product #process #performance #practice #curriculum #assessment | Bas Trimbos

Revisiting proxies for assessing learning outcomes.   A framework for practical assessment validation:   #Product #Process #Performance #Practice   Four P’s as an analytical lens.   Work in progress, ...

linkedin.com

Feedback that sticks: why feedback engagement is a design problem This article is the first in a short Digital Learning series exploring one of the most persistent challenges in higher education. digitallearning.uwe.ac.uk/feedback-that-sticks-why-feedback-engagement-is-a-design-problem/

Feedback that sticks: why feedback engagement is a design problem | Digital Learning

The first in a short Digital Learning series exploring one of the most persistent challenges in higher education.

digitallearning.uwe.ac.uk

From Teacher‑Centred to Student‑(Co)Designing: A Mixed‑Methods Study Identifying Formative Assessment Teacher Profiles link.springer.com/article/10.1...

From Teacher-Centred to Student-(Co)Designing: A Mixed-Methods Study Identifying Formative Assessment Teacher Profiles - Journal of Formative Design in Learning

More empirical research about how teachers use and implement formative assessment (FA) is needed to support teachers in an evidence-based matter in their FA implementation and FA professionalisation. ...

link.springer.com

Revisiting Royce D Sadler: the importance of understanding standards youtu.be/-xLL6_ll3X0?...

Why understanding standards is important SubNL

YouTube video by Bas Trimbos

youtu.be

Feedback literacy toolbox from Erasmus University Rotterdam: www.eur.nl/en/educational-innovation/professional-development/teacheur/themes/feedback-literacy-toolbox Link to research report: www.eur.nl/en/educational-innovation/media/2026-03-feedback-literacy-toolbox-research-report

What should written assessment look like when the intended construct is disciplinary reasoning and evaluative judgement, but the final written product can no longer be treated as sufficient evidence of those capabilities? This question is addressed in this paper👇 osf.io/preprints/edarxiv/tyh8z_v1

The EAT (Equity|Agency|Transparency) Framework, enhancing assessment feedback practice in higher education t.co/eOKrfoScZR EAT synthesises and translates what is known about effective assessment and feedback from high quality research and practice over the last 25 years into a practical framework

Revisiting ‘Empowering student learning: Using comparison and feedback as drivers of self-directed learning’ www.teachingandlearning.ie/project/empo...

Integrating socratic questioning and synchronous video feedback to enhance ESL learners’ narrative writing in online learning www.tandfonline.com/doi/ref/10.1...

Feed2Learn Research group on scaffolding teaching and learning in online environments feed2learn.com Projects, publications, conferences #internalfeedback #onlinecourses

The Feedback Literacy Toolbox Practical exercises that help students generate, interpret, and internalize feedback www.eur.nl/en/education... "From September 2023 until February 2026, we have studied the relationship between feedback literacy and self-regulated learning ..."

Classroom Assessment as a Catalyst for the Self-Regulation: ssrlsig.org/wp-content/u...

Interesting read: Do students generate better self-feedback by comparing their work against assessment criteria or exemplars? www.tandfonline.com/doi/full/10.... #explicitnessiskey

Revisiting General principles of learning progressions by Charlotte Waters (2021): research.acer.edu.au/rc21-30/rc20... #definitions #features #challenges Interested in learning progressions? --> research.acer.edu.au/rc21-30/rc20...

The validity and reliability of a single-point rubric to assess student writing performance: westcollections.wcsu.edu/server/api/core/bitstreams/ae8600ed-c842-4fb6-96e1-fbe86b49d65b/content

From teachers to chatbots: Scaffolded corrective feedback and student trust in online L2 English classrooms www.sciencedirect.com/science/arti...

From teachers to chatbots: Scaffolded corrective feedback and student trust in online L2 English classrooms

Teacher corrective feedback (TCF) plays a vital role in second language (L2) learning. Recent studies have examined feedback provided by both human te…

sciencedirect.com

Webinar on feedback in the age of artificial intelligence has just kicked off. hashtag#Cradle Principle 1 Feedback is not comments / Comments is not feedback Naomi Winstone Karen Gravett Christy Noble Margaret Bearman Manifesto 👇

Classroom assessment podcast with @dylanwiliam.bsky.social www.podbean.com/player-v2/?i... Nice podcast. The importance of understanding why (Rationale) From around 15m43s - 16m20s #lethalmutations

Revisiting chapter 17 Feedback in the context of self-assessment by Heidi Andrade in The Cambridge Handbook of Instructional Feedback. www.cambridge.org/core/books/a... interesting to read all these views

Revisiting: Self-regulated learning in secondary school: Students’ self-feedback in a peer observation programme www.sciencedirect.com/science/arti... More information on design research: www.google.com/url?sa=t&rct...

Just finished: Teacher Agency an ecological approach, by Priestley, Biesta and Robinson. “If a bird has been in a cage for a decade and suddenly finds the door open, it should not be surprising if the bird does not wish to leave.“ (Eisner, 1992). 👇

What is the future of feedback in the age of ArtificiaI Intelligence? blogs.deakin.edu.au/cradle/what-... Wednesday 18 February 2026 Time: 6pm – 7pm (AEDT) / 7am – 8am (GMT) / 8am - 9am (CET) Registration: www.eventbrite.com.au/e/manifesto-...