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Professor CARLESS, David

Personal Particulars

Professor CARLESS, David

卡理思

B.A. (Kent), PGCE (Wolverhampton), M.A. (Birmingham), PhD (Warwick)

Dean

Professor

Division of English Language Education

Tel: (852) 3917 5893

Location: Room 654, Meng Wah Complex

Areas of Expertise:

Learning-oriented Assessment in Higher Education

Areas of Expertise

Research Interests:
Learning-oriented assessment in higher education; sustainable feedback; dialogic use of exemplars

Awards
  1. Faculty Outstanding Teaching Award (Team) 2017
  2. University Outstanding Teacher Award 2016
  3. Research Output prize 2016 for: Excellence in University Assessment: learning from award-winning practice
  4. Faculty Teaching Excellence Award 2015
  5. Faculty Outstanding Researcher Award 2013
  6. Faculty Outstanding Research Student Supervisor Award 2012
  7. Research Output Prize 2011 for: From testing to productive student learning: implementing formative assessment in Confucian-heritage settings
  8. Kings College London-HKU Fellowship 2011
Projects
Principal Investigator (PI)

General Research Fund (GRF)

  1. Theorizing feedback processes in higher education (January 2018 - July 2020). Research Grants Council - $571,494.
  2. Exploring a learning-oriented assessment framework: theorizing through case studies of award-winning teachers (November 2012 - October 2014). Research Grants Council - $661,926.
  3. Developing formative instructional power from internal school tests (December 2009 - November 2011). Research Grants Council - $492,200.
  4. 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)

  1. Using Innovative Feedback Approaches to Enhance Student Learning (May 2017 - November 2018). The University of Hong Kong - $248,750.
  2. Exploring the use of exemplars (April 2015 - December 2016) University of Hong Kong $472,684.
  3. Too little, too late: Exploring the feedback conundrum (October 2008 - August 2010). The University of Hong Kong - $345,836.
  4. Learning-oriented assessment project (LOAP) (September 2002 - August 2005). University Grant Committee - $2 million.
Publications
Citation Indices

http://scholar.google.com/citations?user=FG5eWaMAAAAJ&hl=en

 

Books
  1. Carless, D., Bridges, S.M., Chan, C.K.Y., Glofcheski, R. (Eds.) (2017). Scaling up assessment for learning in higher education. Singapore: Springer.
  2. Carless, D. (2015). Excellence in University Assessment: Learning from award-winning practice. London: Routledge.
  3. Merry, S., Price, M., Carless, D., & Taras, M. (Eds.) (2013). Reconceptualising feedback in higher education: Developing dialogue with students. London: Routledge.
  4. Carless, D. (2011). From testing to productive student learning: Implementing formative assessment in Confucian-heritage settings. New York: Routledge.
  5. 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

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. Carless, D. (2015). Exploring learning-oriented assessment processes. Higher Education, 69(6), 963-976.
  7. 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.
  8. 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.
  9. Yang, M. & Carless, D. (2013). The feedback triangle and the enhancement of dialogic feedback processes.Teaching in Higher Education.18(3), 285-297.
  10. Carless, D., Salter, D., Yang, M., & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395-407.
  11. Carless, D. (2009). Trust, distrust and their impact on assessment reform. Assessment and Evaluation in Higher Education, 34(1), 79-89.
  12. Carless, D. (2007). Learning-oriented assessment: Conceptual basis and practical implications. Innovations in Education and Teaching International, 44(1), 57-66.
  13. Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219-233.
  14. Liu, N.F. & Carless, D. (2006). Peer feedback: The learning element of peer assessment. Teaching in Higher Education, 11(3), 279-290.
  15. 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

  1. 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.
  2. 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.
  3. Xiao, Y. & Carless, D. (2013). Illustrating students’ perceptions of English language assessment: Voices from China. RELC Journal, 44(3), 319-340.
  4. 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.
  5. 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.
  6. 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.
  7. Carless, D. (2007). Conceptualising pre-emptive formative assessment. Assessment in Education, 14(2), 171-184.
  8. Carless, D. (2005). Prospects for the implementation of assessment for learning. Assessment in Education, 12(1), 39-54.

 

Task-based Language Teaching and Innovation

  1. 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.
  2. Carless, D. (2013). Innovation in language teaching and learning. In C.A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Oxford: Wiley- Blackwell.
  3. 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.
  4. Carless, D. (2009). Revisiting the TBLT versus P-P-P debate: Voices from Hong Kong. Asian Journal of English Language teaching, 19, 49-66.
  5. 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.
  6. Carless, D. (2008). Student use of the mother tongue in the task-based classroom. English Language Teaching Journal, 62(4), 331-338.
  7. Carless, D. (2007). The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. System, 35(4), 595-608.
  8. Carless, D. (2004). Issues in teachers' re-interpretation of a task-based innovation in primary schools. TESOL Quarterly, 38(4), 639-662.
  9. Carless, D. (2003). Factors in the implementation of task-based teaching in primary schools. System, 31(4), 485-500.
  10. Carless, D. (2002). Implementing task-based learning with young learners. English Language Teaching Journal, 56(4), 389-396.
Professional Community Services
Editorial Boards

SSCI Journals

  1. Assessment and Evaluation in Higher Education
  2. Innovations in Education and Teaching International

Other Boards

  1. Business and Management Education in HE: An international journal (BMHE)
  2. Journal of Second Language Teaching and Research

 

Knowledge Exchange

My KE activities generally involve media coverage; invited talks/workshops; and social media interactions on Twitter.

Recent Invited talks/workshops

  1. Exploring a learning-oriented assessment framework, Invited RGC Seminar, Education University of Hong Kong, November 16, 2016.
  2. Developing effective learning-oriented assessment processes, Centre for Teaching and Learning Enhancement, University of Macau, September 7, 2016.
  3. 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

  1. Can do better: here’s how, Times Higher Education, 13 August, 2015.
  2. Understanding teaching is more useful than measuring it, Research fortnight, 10 June, 2015.
  3. Testing primary children to the limit, and beyond, South China Morning Post, March 15, 2012.
Others
Book Reviews

Excellence in university assessment: Learning from award-winning practice

  1. 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.
  2. 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.
  3. 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.
  4. 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.
Keynote Presentations
  1. Sustainable feedback and the development of feedback literacies, Learning and Teaching Conference, University of Kent, Canterbury, June 21, 2017.
  2. Scaling up Assessment for Learning, Centre for Information Technology in Education Research Symposium, University of Hong Kong, June 9-10, 2017.
  3. Developing course climates for sustainable feedback, Forum on Cultures of assessment, Maynooth University, Dublin, June 24, 2016.
  4. Using exemplars to develop student assessment literacy, Teaching and Learning symposium, University of the Witwatersrand, Johannesburg, October 22-23, 2015.
  5. Designing and implementing authentic assessment, Learning Transformations Conference, Swinburne University of Technology, Melbourne, September 14, 2015.
  6. 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.
  7. Developing formative potential when summative assessment dominates. RELC Conference Singapore, March 20, 2013. Post-RELC Conference, Bangkok, March 22, 2013.
  8. Task-based language teaching in Confucian-heritage settings: Prospects and challenges. JALT SIG Conference, Osaka, 19-20 May 2012.
  9. 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.
  10. Reconfiguring assessment to promote productive student learning. New Directions: Assessment and Evaluation Symposium, British Council, Kuala Lumpur, July 6-8, 2011.
  11. Learning-oriented assessment: Principles and practice. Keynote speech, Assessment as Learning: Learning & Teaching Forum 2011, University of New South Wales, Sydney, May 2011.
  12. 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.
  13. Ways forward for assessment in East Asia. Keynote speech, International Conference-Multiple Assessment Research Programme for Access English Project, Taiwan, August 2010.
  14. Learning-oriented assessment: Principles, practice and a project. Keynote speech, Symposium on Tertiary Assessment and Higher Education Student Outcomes, Wellington: NZ, November 2008.
     
Doctoral Students

Current students

Ph D

  1. Zhu Qiyun, Judy: Chinese students' perceptions of dialogic peer feedback in EFL writing classes

 

Ed D

  1. Smyth, Phil: Developing a grounded theory of exemplar use in EAP
  2. Du Lijuan, Nancy: Addressing Challenges in the Implementation of Formative Assessment in a Lower Primary School Chinese Language Classroom
  3. Ming Sze Man, Sammy: The role of co-operative learning in a competitive context: Multiple case studies in Post-Secondary Education

 

Research Theses Completions

Primary Supervisor

  1. Xu Yueting, Tracey (Ph D, 2017) Assessment Literacy of University English Teachers in China: A Mixed Methods Study
  2. 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
  3. Zhou Jiming, Jamie (Ph D, 2016) Changing Assessment Perceptions and Practices in Chinese College English Classrooms
  4. To Kar-Yan, Jessica (Ed D, 2015) Exploring feedback processes in post-secondary classrooms in Hong Kong: Challenges and opportunities
  5. Jiang Yan, Mandy (Ph D, 2014): Exploring classroom-based assessment activities and learner roles in two tertiary institutions in Guangdong, China
  6. Xiao Yangyu, Shirley (Ph D, 2014): Understanding students’ responses to classroom English language assessment in the Chinese high school context
  7. Wang Xiang, Iris (Ph D, 2013) Curriculum-embedded formative assessment in two tertiary EAP writing classrooms
  8. Ma Jing-Jing, Maggie (Ph D, 2012) Chinese EFL university students’ decision-making in peer review of second language writing
  9. Chan Shiu-Yip, Simon (Ed D, 2012) Consciousness-raising tasks for Second Language Teaching grammar instruction: Effects on average ability secondary students
  10. Lam Che-Keung, Ricky (Ed D, 2011) Implementation of portfolio assessment: Action research in two writing classrooms
  11. Deng Chunrao, Jessica (Ph D, 2011) Communicativeness of activities in EFL primary school classrooms in Guangdong
  12. Bryant, Darren (Ph D, 2010) From origins to sustainability: Native-speaking English teachers as an innovation
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