- Carless, D. (2009). Classroom assessment in the Hong Kong policy context. In B.McGaw, E.Baker, & P.Peterson (Eds.), International Encyclopedia of Education (3rd edition). Oxford: Elsevier..
- Carless, D. (2008) Trust, distrust and their impact on assessment reform, Assessment and Evaluation in Higher Education.
- Carless,
D. (2008). Student use of the mother tongue in the task-based classroom. ELT Journal, 62(4).
- Carless, D. (2008) Developing
productive synergies between formative and summative assessment processes.
In M.F.Hui & D.Grossman (Eds.), Improving teacher education through action research. New York: Routledge.
- Carless,
D. (2007) The suitability of task-based approaches for secondary schools:
perspectives from Hong Kong, System, 35(4).
- Carless, D. (2007) Conceptualising
pre-emptive formative assessment, Assessment in Education, 14(2),
171-184.
- Carless, D., (2007) Learning-oriented
assessment: conceptual basis and practical implications. Innovations
in Education and Teaching International (44, 1), 57-66.
- Carless, D. (2007) Grammatical
options in a task-based approach, Modern English Teacher, 16(1), 29-32.
- Carless, D., Joughin, G., Liu,
N.F. and Associates (2006). How
assessment supports learning: learning-oriented assessment in action.
Hong Kong: Hong Kong
University Press.
- Carless, D., Joughin, G, &
Mok, M. (2006) (Guest editors) Special issue of Assessment and
Evaluation in Higher Education, 31(4).
- Carless, D., Joughin, G, &
Mok, M. (2006) Learning-oriented assessment: principles and practice.
Editorial, special issue, Assessment and Evaluation in Higher Education,
31(4), 395-398.
- Carless, D. (2006). Differing
perceptions in the feedback process. Studies in Higher Education,
31(2), 219-233.
- Carless, D. (2006). Collaborative
EFL teaching in primary schools, ELT Journal, 60(4), 328-335.
- Liu, N.F. & Carless, D.
(2006) Peer feedback: the learning element of peer assessment, Teaching
in Higher Education, 11(3), 279-290.
- Carless, D. & Walker, E.
(2006). Effective Team Teaching between Local and Native-speaking
English Teachers. Language and Education, 20(6) 463-477.
- Keppell, M. & Carless, D.
(2006) Learning-oriented assessment: a technology-based case study,
Assessment in Education, 13(2), 179-191.
- Carless, D, (2005) Prospects
for the implementation of assessment for learning. Assessment in
Education, 12(1), 39-54.
- Carless, D. (2004). Issues in
teachers' re-interpretation of a task-based innovation in primary
schools. TESOL Quarterly, 38(4), 639-662.
- Carless, D. (2004). A contextualised
examination of target language use in the elementary foreign language
classroom. Australian review of Applied Linguistics, 27(1),
104-119.
- Carless, D. (2004). Continuity
and teacher-centred reform: Potential paradoxes in educational change.
Curriculum perspectives, 24(1), 42-51.
- Carless, D. (2003). Enhancing
pre-service students' understandings of assessment processes. Asia Pacific Journal of Teacher Education
and Development, 6(1), 19-39.
- Carless, D. (2003). Factors
in the implementation of task-based teaching in primary schools. System,
31(4), 485-500.
- Carless, D. (2003). Putting
the learning into assessment. The Teacher Trainer, 17(3), 14-18.
- Carless, D. (2002). The 'mini-viva'
as a tool to enhance assessment for learning. Assessment and Evaluation
in Higher Education, 27(4), 353-363.
- Carless, D. (2002). Implementing
task-based learning with young learners. English Language Teaching
Journal, 56(4), 389-396.
- Carless, D. & Dimmock, C.
(2001). The Principal and Curriculum Change: A Hong
Kong case study. Asia
Pacific Journal of Education, 21(1), 30-44.
- Carless, D. & Wong, P.M.
(2000). Teaching English to Young Learners in Hong
Kong. In M. Nikolov & H. Curtain (Eds.), An early
start: Young learners and modern languages in Europe
and beyond. European Council for Modern Languages: Graz, Austria.
- Carless, D. (2000) A case study
of curriculum implementation in Hong Kong.
In D. R. Hall & A. Hewings (Eds.) (2000). Innovation in English
Teaching. Sydney:
Routledge.
- Carless, D. (1999). Large-scale
curriculum change in Hong Kong. In
Kennedy, C., Doyle, P., & Goh, C. (Eds.), Exploring Change
in English Language Teaching. Oxford:
Macmillan.
- Carless, D. (1999). Factors
affecting classroom implementation: Task-based curriculum renewal
in Hong Kong. International Journal of Educational
Reform, 8(4), 374-382.
- Carless, D. (1999). Catering
for individual learner differences: Primary school teachers' voices.
Hong Kong Journal of Applied Linguistics,
4(2), 15-39.
- Carless, D. (1999). Perspectives
on the cultural appropriacy of Hong Kong's
Target-Oriented Curriculum (TOC) initiative. Language, Culture
and Curriculum, 12(3), 238-254.
- Carless, D. & Wong, P.M.
(1999). Professional competencies for Hong Kong's
Target-Oriented Curriculum initiative: Perceptions of teachers and
teacher educators. Asia
Pacific Journal of Teacher Education and Development, 2(1), 95-107.
- Carless, D. (1998). A case study
of curriculum implementation in Hong Kong.
System 26(3), 353-368.
- Carless, D. (1998). Managing
systemic curriculum change: A critical analysis of Hong
Kong's Target-Oriented Curriculum initiative. In P. Stimpson
& P. Morris (Eds.), Curriculum and assessment for Hong Kong: Two components, one system. Hong Kong: Open University of Hong Kong Press.
- Carless, D. & Gordon, A.
(1997). Hong Kong primary teachers'
perceptions of the difficulties in implementing task-based language
teaching. Journal of Primary Education, 7(1), 139-159.
- Carless, D. (1997). Managing
systemic curriculum change: A critical analysis of Hong
Kong's Target-Oriented Curriculum initiative. International
Review of Education, 43(4), 349-366.
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- Grammatical options within task-based
approaches, Invited plenary, KOTESOL-KNU, June 2007
- Building bridges between assessment
and productive student learning, Invited speaker, CUHK Cross-strait
conference on Teaching and Learning. May 2007
- Assessment and productive student
learning, Invited seminar, City University.
March 2007
- Innovationist perspectives on
task-based approaches: teacher educators' views. Invited seminar,
University of Warwick, UK. September 2006.
- Towards a version of task-based
approaches suitable for schooling. Invited seminar, National Institute
of Education, Nanyang Technological
University, Singapore,
May 2006.
- Towards a version of task-based
approaches suitable for schooling. Invited seminar, Hong Kong Association
for Applied Linguistics (HAAL) May 2006.
- Learning-oriented assessment.
Invited seminar, Deakin University, Geelong, Australia,
November, 2005.
- Task-supported teaching in Chinese
contexts: principles and practice. Keynote plenary, China IATEFL,
Tonghua, August 2005.
- Cultural influences of East
and West: influence in the classroom and on policy. Invited plenary,
Linguapax Asia symposium, Tokyo,
June 2005.
- Learning-oriented assessment
project: progress report. Introductory plenary, LOAP conference, If
assessment is the answer, what is the question? HKIEd, June, 2004.
- JET and EPIK: Comparative perspectives.
Invited speaker, Busan KOTESOL. April 2004.
- Promoting learning through practical
assessment techniques. Invited keynote speaker, Oxford University
Press Seminar, February, 2003.
- Change and improvement in Primary
ELT in Hong Kong, Invited keynote
speaker, Tsuen Wan Primary School Heads Association English Teachers'
Day, December 2002.
- The deployment of native-speakers
in state school systems. Featured speaker, Korea TESOL. October, 2002.
- The untapped potential of assessment
for learning. Featured speaker, Korean Association of Teachers of
English (KATE). July, 2002.
- Issues in the implementation
of tasks in state schools. Invited speaker, Applied Linguistics Association
of Korea - Summer conference. June, 2002.
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