The development of student feedback literacy: Enabling uptake of feedback
Article
Carless, D. and Boud, D. 2018. The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education. 43 (8), pp. 1315-1325. https://doi.org/10.1080/02602938.2018.1463354
Type | Article |
---|---|
Title | The development of student feedback literacy: Enabling uptake of feedback |
Authors | Carless, D. and Boud, D. |
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 |
Keywords | Feedback; feedback literacy; assessment |
Research Group | Work and Learning Research Centre |
Publisher | Taylor & Francis (Routledge) |
Journal | Assessment & Evaluation in Higher Education |
ISSN | 0260-2938 |
Electronic | 1469-297X |
Publication dates | |
Online | 03 May 2018 |
17 Nov 2018 | |
Publication process dates | |
Deposited | 12 Dec 2018 |
Accepted | 03 Apr 2018 |
Output status | Published |
Publisher's version | License |
Copyright Statement | © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. |
Digital Object Identifier (DOI) | https://doi.org/10.1080/02602938.2018.1463354 |
Web of Science identifier | WOS:000446493600009 |
Language | English |
https://repository.mdx.ac.uk/item/88122
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