The development of student feedback literacy: enabling uptake of feedback

Carless, David and Boud, David ORCID: https://orcid.org/0000-0002-6883-2722 (2018) The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43 (8) . pp. 1315-1325. ISSN 0260-2938 [Article] (doi:10.1080/02602938.2018.1463354)

Preview

PDF - Published version (with publisher's formatting) Available under License Creative Commons Attribution-NonCommercial-NoDerivatives 4.0. Download (1MB) | Preview

Abstract

Student feedback literacy denotes the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies. In this conceptual paper, student responses to feedback are reviewed and a number of barriers to student uptake of feedback are discussed. Four inter-related features are proposed as a framework underpinning students’ feedback literacy: appreciating feedback; making judgments; managing affect; and taking action. Two well-established learning activities, peer feedback and analysing exemplars, are discussed to illustrate how this framework can be operationalized. Some ways in which these two enabling activities can be re-focused more explicitly towards developing students’ feedback literacy are elaborated. Teachers are identified as playing important facilitating roles in promoting student feedback literacy through curriculum design, guidance and coaching. The implications and conclusion summarise recommendations for teaching and set out an agenda for further research

Actions (login required)

View Item

Statistics

DownloadsShow export options

Export as CSVXMLJSON

Activity Overview

6 month trend

556Downloads

6 month trend

384Hits

Additional statistics are available via IRStats2.