Conceptualizing feedback literacy: knowing, being, and acting

Sutton, Paul

doi:10.1080/14703297.2012.647781

Cited by 233 publications

(105 citation statements)

References 8 publications

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“…This paper is concerned with feedback literacy of students, that is, students' ability to understand, utilise and benefit from feedback processes. It builds on the notion of feedback literacy articulated by Carless and Boud (2018), which in turn was stimulated by Sutton (2012) and earlier ideas of assessment literacy (eg. Price et al 2012;Smith et al 2013;Lees and Anderson 2015).…”

Section: Introductionmentioning

confidence: 99%

“…It then draws iteratively on student data from a large Australian study of feedback to map features of feedback literacy to lead to a discussion of the implications of this analysis for how feedback literacy might be promoted. To date, feedback literacy has been written about in conceptual terms only (Sutton 2012;Carless and Boud 2018). This study progresses beyond that of Carless and Boud (2018) by seeking and analysing the student perspective in feedback processes, prompted by empirical data.…”

Section: Introductionmentioning

confidence: 99%

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Developing a learning-centred framework for feedback literacy

Molloy

Boud

Henderson

2019

Assessment & Evaluation in Higher Education

280

117

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There is an increasing focus on notions of feedback in which students are positioned as active players rather than recipients of information. These discussions have been either conceptual in character or have an empirical focus on designs to support learners in feedback processes. There has been little emphasis on learners' perspectives on, and experiences of, the role they play in such processes and what they need in order to benefit from feedback. This study therefore seeks to identify the characteristics of feedback literacythat is, how students understand and can utilise feedback for their own learningby analysing students' views of feedback processes drawing on a substantial data set derived from a study of feedback in two large universities. The analysis revealed seven groupings of learner feedback literacy, including understanding feedback purposes and roles, seeking information, making judgements about work quality, working with emotions, and processing and using information for the benefit of their future work (31 categories in total). By identifying these realised components of feedback literacy, in the form of illustrative examples, the emergent set of competencies can enable investigations of the development of feedback literacy and improve feedback designs in courses through alignment to these standards.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Developing a learning-centred framework for feedback literacy

Molloy

Boud

Henderson

2019

Assessment & Evaluation in Higher Education

280

117

View full text Add to dashboard Cite

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“…Carless and Boud in 2018 also postulated that learners have to recognize and appreciate the provided feedback, develop ability to make judgements, manage their emotional responses and act upon the provided feedback [34]. In 2012, Sutton described learners' abilities to read, understand and use information to improve learning strategies as feedback literacy [35]. It is apparent that learners' attitudes toward feedback will affect their learning outcome and willingness to use the feedback.…”

Section: Attitudes Toward Feedback and Students' Presentation/report mentioning

confidence: 99%

The Effect of Structured Feedback on Performance: the Role of Attitude and Perceived Usefulness

Cheah

2020

Sustainability

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In higher education, university students need to be equipped with the necessary knowledge and skills for their future workplace. Companies provide opportunities for students to participate as trainee consultants in innovation-related projects as a form of experiential learning. We designed a quasi-experimental study to investigate how supervisors’ structured feedback can influence students’ learning and project performance. We recruited 28 business school final year undergraduates who formed teams of four students either by themselves or with the help of the school. We randomly assigned three teams with 12 students to the treatment group and four teams of 16 students to the control group. In the treatment group, company supervisors were asked to provide structured written feedback for the treatment group using structured feedback forms, which focus students’ attention on task level, process level, and self-regulation level at three project milestone stages. In the control group, students received feedback from company supervisors without any feedback form. At the end of this project, a survey was conducted to measure students’ attitudes toward feedback in supporting learning and their perceived usefulness of company supervisors’ feedback. The results show that company supervisors’ structured feedback positively affected students’ overall project performance in presentation and report, and students’ positive attitudes toward feedback and perceived usefulness of company supervisor’s structured feedback are positively related to students’ report performance.

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“…While opportunities to receive feedback are crucial, equally important is students' feedback literacy, their receptivity to feedback, and their ability to respond to it (Sutton and Boud 2012, Boud and Molloy 2013, Carless and Boud 2018. Sutton (2012) defines "feedback literacy" as the ability to read, interpret, and use written feedback. Carless and Boud (2018: 2) extend this definition of "student feedback literacy" as the "understanding of what feedback is and how it can be managed effectively; capacities and dispositions to make productive use of feedback; and appreciation of the roles of teachers and themselves in these processes".…”

Section: Formative Assessment Feedback Literacy and Technologymentioning

confidence: 99%

Decentering and recentering the writing centre using online feedback: Towards a collaborative model of integrating academic literacies development

Collett

Dison

2019

SPILPLUS

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Since its inception in 1994, the University of the Western Cape's Writing Centre has been on the margins, viewed as an add-on to central learning and teaching activities at the university (Archer and Richards 2011, Clarence 2011). In this article, we use the constructs of place, space, and power to explore the decentering of feedback on students' writing from the face-to-face, physical location of the Centre to the formative assessment space in a module. We reflect on the Centre's engagement with a formative online feedback intervention conducted by a lecturer within a Bachelor of Education Honours course. Writing centre tutors participated in providing formative feedback on nested, scaffolded tasks leading to a long essay, using the feedback function of the Turnitin platform. The space of engagement with students moved from the faceto-face, physical writing centre location to the online space. We found that the development of the academic writing and feedback literacies of writing tutors, students, and the lecturer were developed through sustained and responsive online and face-to-face communities of praxis. In this process, there was a partial decentering and recentering of the role of the Centre, enabled by technology and the integration of the development of academic literacies within the course curriculum. The sustained engagement between the lecturer, tutors, and writing centre coordinator played an essential role in the effectiveness of the intervention. However, in order to further develop the feedback literacies of students, the online feedback needs to be complemented with additional face-to-face interaction. We argue for both a decentering and recentering of the role of writing centres towards supporting departments in the integration of academic literacies development into curricula. One of the ways of doing this is by using technology to expand capacity in order to give students feedback on their writing within a blended learning environment that focuses on formative assessment. 1 We acknowledge the participation and contribution of the UWC Writing Centre tutors-Bernard Omukunyi,

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Conceptualizing feedback literacy: knowing, being, and acting

Cited by 233 publications

References 8 publications

Developing a learning-centred framework for feedback literacy

Developing a learning-centred framework for feedback literacy

The Effect of Structured Feedback on Performance: the Role of Attitude and Perceived Usefulness

Decentering and recentering the writing centre using online feedback: Towards a collaborative model of integrating academic literacies development

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