Professor CARLESS, David
Professor CARLESS, David
B.A. (Kent), PGCE (Wolverhampton), M.A. (Birmingham), PhD (Warwick)
Division of English Language Education
Tel: (852) 3917 5893
Location: Room 654, Meng Wah Complex
Areas of Expertise:
Learning-oriented Assessment in Higher Education
Learning-oriented assessment in higher education; sustainable feedback; dialogic use of exemplars
- Faculty Outstanding Teaching Award (Team) 2017
- University Outstanding Teacher Award 2016
- Research Output prize 2016 for: Excellence in University Assessment: learning from award-winning practice
- Faculty Teaching Excellence Award 2015
- Faculty Outstanding Researcher Award 2013
- Faculty Outstanding Research Student Supervisor Award 2012
- Research Output Prize 2011 for: From testing to productive student learning: implementing formative assessment in Confucian-heritage settings
- Kings College London-HKU Fellowship 2011
Principal Investigator (PI)
General Research Fund (GRF)
- Theorizing feedback processes in higher education (January 2018 - July 2020). Research Grants Council - $571,494.
- Exploring a learning-oriented assessment framework: theorizing through case studies of award-winning teachers (November 2012 - October 2014). Research Grants Council - $661,926.
- Developing formative instructional power from internal school tests (December 2009 - November 2011). Research Grants Council - $492,200.
- The implementation of assessment for learning in primary school English language teaching (September 2006 - March 2009). Research Grants Council - $459,282.
Teaching Development Grant (TDG)
- Using Innovative Feedback Approaches to Enhance Student Learning (May 2017 - November 2018). The University of Hong Kong - $248,750.
- Exploring the use of exemplars (April 2015 - December 2016) University of Hong Kong $472,684.
- Too little, too late: Exploring the feedback conundrum (October 2008 - August 2010). The University of Hong Kong - $345,836.
- Learning-oriented assessment project (LOAP) (September 2002 - August 2005). University Grant Committee - $2 million.
- Carless, D., Bridges, S.M., Chan, C.K.Y., Glofcheski, R. (Eds.) (2017). Scaling up assessment for learning in higher education. Singapore: Springer.
- Carless, D. (2015). Excellence in University Assessment: Learning from award-winning practice. London: Routledge.
- Merry, S., Price, M., Carless, D., & Taras, M. (Eds.) (2013). Reconceptualising feedback in higher education: Developing dialogue with students. London: Routledge.
- Carless, D. (2011). From testing to productive student learning: Implementing formative assessment in Confucian-heritage settings. New York: Routledge.
- Carless, D., Joughin, G., Liu, N.F., & Associates (2006). How assessment supports learning: Learning-oriented assessment in action. Hong Kong: Hong Kong University Press.
Journal Articles and Chapters (by topic)
Assessment in Higher Education
- Carless, D. & K.K.H. Chan (2016). Managing dialogic use of exemplars. Assessment and Evaluation in Higher Education, http://dx.doi.org/10.1080/02602938.2016.1211246.
- Xu, Y. & Carless, D. (2016). ‘Only true friends could be cruelly honest’: cognitive scaffolding and social-affective support in teacher feedback literacy, Assessment & Evaluation in Higher Education, DOI: 10.1080/02602938.2016.1226759.
- Carless, D. (2016). Feedback as dialogue. Encyclopedia of Educational Philosophy and Theory, p. 1-6, http://link.springer.com/referenceworkentry/10.1007/978-981-287-532-7_389-1.
- Carless, D. & Zhou, J. (2015): Starting small in assessment change: short in-class written responses, Assessment & Evaluation in Higher Education, DOI: 10.1080/02602938.2015.1068272.
- To, J. & Carless, D. (2015). Making productive use of exemplars: Peer discussion and teacher guidance for positive transfer of strategies. Journal of Further and Higher Education, DOI: 10.1080/0309877X.2015.1014317.
- Carless, D. (2015). Exploring learning-oriented assessment processes. Higher Education, 69(6), 963-976.
- Carless, D. (2013). Sustainable feedback and the development of student self-evaluative capacities. In Merry, S., Price, M., Carless, D. & Taras, M. (Eds.), Reconceptualising feedback in higher education: developing dialogue with students. London: Routledge.
- Carless, D. (2013). Trust and its role in facilitating dialogic feedback. In D. Boud & L. Molloy, Effective Feedback in Higher and Professional Education. London: Routledge.
- Yang, M. & Carless, D. (2013). The feedback triangle and the enhancement of dialogic feedback processes.Teaching in Higher Education.18(3), 285-297.
- Carless, D., Salter, D., Yang, M., & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395-407.
- Carless, D. (2009). Trust, distrust and their impact on assessment reform. Assessment and Evaluation in Higher Education, 34(1), 79-89.
- Carless, D. (2007). Learning-oriented assessment: Conceptual basis and practical implications. Innovations in Education and Teaching International, 44(1), 57-66.
- Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219-233.
- Liu, N.F. & Carless, D. (2006). Peer feedback: The learning element of peer assessment. Teaching in Higher Education, 11(3), 279-290.
- Carless, D. (2002). The 'mini-viva' as a tool to enhance assessment for learning. Assessment and Evaluation in Higher Education, 27(4), 353-363.
Assessment in Schools
- Carless, D. & Lam, R. (2014). The examined life: Perspectives of lower primary school students in Hong Kong. Education 3-13: International journal of primary, elementary and early years education, 42(3), 313-329.
- Carless, D. & Lam, R. (2014). Developing assessment for productive learning in Confucian-influenced settings: Potentials and challenges. In C. Wyatt-Smith, V. Klenowski & P. Colbert (Eds.), Designing Assessment for Quality Learning. Dordrecht: Springer.
- Xiao, Y. & Carless, D. (2013). Illustrating students’ perceptions of English language assessment: Voices from China. RELC Journal, 44(3), 319-340.
- Carless, D. (2010). Classroom assessment in the Hong Kong policy context. In B. McGaw, E. Baker, & P. Peterson (Eds.), International Encyclopedia of Education (3rd edition) (p.438-442). Oxford: Elsevier.
- Deng, C.R. & Carless, D. (2010). Examination preparation or effective teaching: Conflicting priorities in the implementation of pedagogic innovation. Language Assessment Quarterly, 7(4), 285-302.
- Bryant, D. & Carless, D. (2010). Peer assessment in a test-dominated setting: Empowering, boring or facilitating examination preparation? Educational Research for Policy and Practice, 9(1), 3-15.
- Carless, D. (2007). Conceptualising pre-emptive formative assessment. Assessment in Education, 14(2), 171-184.
- Carless, D. (2005). Prospects for the implementation of assessment for learning. Assessment in Education, 12(1), 39-54.
Task-based Language Teaching and Innovation
- Carless, D. & Harfitt, G. (2013). Innovation in secondary education: A case of curriculum reform in Hong Kong. In K. Hyland & L. Wong (Eds.), Innovation and Change in English Language Education. London: Routledge.
- Carless, D. (2013). Innovation in language teaching and learning. In C.A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Oxford: Wiley- Blackwell.
- Carless, D. (2012). TBLT in EFL settings: looking back and moving forward. In A. Shehadeh & C.Coombe (Eds.), Task-based Language Learning and Teaching in EFL Contexts: Research and Implementation. Amsterdam/Philadelphia: John Benjamins.
- Carless, D. (2009). Revisiting the TBLT versus P-P-P debate: Voices from Hong Kong. Asian Journal of English Language teaching, 19, 49-66.
- Deng, C.R. & Carless, D. (2009). The communicativeness of activities in a task-based innovation in Guangdong, China. Asian Journal of English Language teaching, 19, 113-134.
- Carless, D. (2008). Student use of the mother tongue in the task-based classroom. English Language Teaching Journal, 62(4), 331-338.
- Carless, D. (2007). The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. System, 35(4), 595-608.
- Carless, D. (2004). Issues in teachers' re-interpretation of a task-based innovation in primary schools. TESOL Quarterly, 38(4), 639-662.
- Carless, D. (2003). Factors in the implementation of task-based teaching in primary schools. System, 31(4), 485-500.
- Carless, D. (2002). Implementing task-based learning with young learners. English Language Teaching Journal, 56(4), 389-396.
- Assessment and Evaluation in Higher Education
- Innovations in Education and Teaching International
- Business and Management Education in HE: An international journal (BMHE)
- Journal of Second Language Teaching and Research
My KE activities generally involve media coverage; invited talks/workshops; and social media interactions on Twitter.
Recent Invited talks/workshops
- Exploring a learning-oriented assessment framework, Invited RGC Seminar, Education University of Hong Kong, November 16, 2016.
- Developing effective learning-oriented assessment processes, Centre for Teaching and Learning Enhancement, University of Macau, September 7, 2016.
- Building productive collaboration between colleagues from different backgrounds. Primary NET Scheme 10th Anniversary Conference – Literacy for a World City. February 2nd, 2013.
Recent Press Coverage
- Can do better: here’s how, Times Higher Education, 13 August, 2015.
- Understanding teaching is more useful than measuring it, Research fortnight, 10 June, 2015.
- Testing primary children to the limit, and beyond, South China Morning Post, March 15, 2012.
- Morrison, D. (2016). [Review of the book Excellence in University assessment: learning from award-winning practice, by D. Carless], Innovations in Education and Teaching International, 53:5, 566-567, DOI: 10.1080/14703297.2016.1204688.
- Klenowski, V. (2016). [Review of the book Excellence in university assessment: Learning from award-winning practice, by D. Carless], Assessment in Education: Principles, Policy & Practice, DOI: 10.1080/0969594X.2016.1162135.
- Taras, M. (2015, December). [Review of the book Excellence in university assessment: learning from award-winning practice, by D. Carless]. London Review of Education, 13(3), 59-61.
- Zhan, Y. (2015, June 16). [Review of the book Excellence in university assessment: learning from award-winning practice, by D. Carless]. Higher Education, DOI 10.1007/s10734-015-9911-9.
- Sustainable feedback and the development of feedback literacies, Learning and Teaching Conference, University of Kent, Canterbury, June 21, 2017.
- Scaling up Assessment for Learning, Centre for Information Technology in Education Research Symposium, University of Hong Kong, June 9-10, 2017.
- Developing course climates for sustainable feedback, Forum on Cultures of assessment, Maynooth University, Dublin, June 24, 2016.
- Using exemplars to develop student assessment literacy, Teaching and Learning symposium, University of the Witwatersrand, Johannesburg, October 22-23, 2015.
- Designing and implementing authentic assessment, Learning Transformations Conference, Swinburne University of Technology, Melbourne, September 14, 2015.
- Assessment for student learning in Law and beyond (with Rick Glofcheski) International Conference: Assessment for Learning in Higher Education, University of Hong Kong, May 14, 2015.
- Developing formative potential when summative assessment dominates. RELC Conference Singapore, March 20, 2013. Post-RELC Conference, Bangkok, March 22, 2013.
- Task-based language teaching in Confucian-heritage settings: Prospects and challenges. JALT SIG Conference, Osaka, 19-20 May 2012.
- Tensions in assessment and examinations: A question of balance. Academic Forum on English Language Testing in Asia (AFELTA), Hong Kong Examinations and Assessment Authority, Hong Kong, November 25-26, 2011.
- Reconfiguring assessment to promote productive student learning. New Directions: Assessment and Evaluation Symposium, British Council, Kuala Lumpur, July 6-8, 2011.
- Learning-oriented assessment: Principles and practice. Keynote speech, Assessment as Learning: Learning & Teaching Forum 2011, University of New South Wales, Sydney, May 2011.
- Learning-oriented assessment and the development of student learning capacities. Plenary speech, International Conference EVAL trends 2011 Learning by Assessing at University Level: Innovative Experiences, Cadiz: Spain, March 2011.
- Ways forward for assessment in East Asia. Keynote speech, International Conference-Multiple Assessment Research Programme for Access English Project, Taiwan, August 2010.
- Learning-oriented assessment: Principles, practice and a project. Keynote speech, Symposium on Tertiary Assessment and Higher Education Student Outcomes, Wellington: NZ, November 2008.
- Zhu Qiyun, Judy: Chinese students' perceptions of dialogic peer feedback in EFL writing classes
- Smyth, Phil: Developing a grounded theory of exemplar use in EAP
- Du Lijuan, Nancy: Addressing Challenges in the Implementation of Formative Assessment in a Lower Primary School Chinese Language Classroom
- Ming Sze Man, Sammy: The role of co-operative learning in a competitive context: Multiple case studies in Post-Secondary Education
Research Theses Completions
- Xu Yueting, Tracey (Ph D, 2017) Assessment Literacy of University English Teachers in China: A Mixed Methods Study
- Wang Jing (Ph D, 2017) Analysing synergies between Assessment and Metacognitive Knowledge: Case studies of Three Award-winning University Teachers’ Design and Implementation of Assessment in Hong Kong
- Zhou Jiming, Jamie (Ph D, 2016) Changing Assessment Perceptions and Practices in Chinese College English Classrooms
- To Kar-Yan, Jessica (Ed D, 2015) Exploring feedback processes in post-secondary classrooms in Hong Kong: Challenges and opportunities
- Jiang Yan, Mandy (Ph D, 2014): Exploring classroom-based assessment activities and learner roles in two tertiary institutions in Guangdong, China
- Xiao Yangyu, Shirley (Ph D, 2014): Understanding students’ responses to classroom English language assessment in the Chinese high school context
- Wang Xiang, Iris (Ph D, 2013) Curriculum-embedded formative assessment in two tertiary EAP writing classrooms
- Ma Jing-Jing, Maggie (Ph D, 2012) Chinese EFL university students’ decision-making in peer review of second language writing
- Chan Shiu-Yip, Simon (Ed D, 2012) Consciousness-raising tasks for Second Language Teaching grammar instruction: Effects on average ability secondary students
- Lam Che-Keung, Ricky (Ed D, 2011) Implementation of portfolio assessment: Action research in two writing classrooms
- Deng Chunrao, Jessica (Ph D, 2011) Communicativeness of activities in EFL primary school classrooms in Guangdong
- Bryant, Darren (Ph D, 2010) From origins to sustainability: Native-speaking English teachers as an innovation