Feedback literacy: a critical review of an emerging concept

Nieminen, Juuso Henrik; Carless, David

doi:10.1007/s10734-022-00895-9

Cited by 63 publications

(18 citation statements)

References 84 publications

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“…The 64 sources comprise mainly journal articles and some book chapters and conference papers. This result corroborates the finding of Nieminen and Carless (2022), who extracted 60 studies on feedback literacy published between 2011 and 2021, limiting their search to journal articles, full-length articles, and higher education settings.…”

Section: Overviewsupporting

confidence: 87%

“…Zooming in on the feedback literacy construct, two recent studies showcase a review on the subject. Firstly, Nieminen and Carless (2022) conducted a critical review of 49 publications on feedback literacy. The critical lens employed was Popkewitz' concept of fabrication, which examines how feedback literacy research reinvents feedback, teachers, and students depending on whether feedback is seen as external input or as a psychological disposition of individuals.…”

Section: Research Reviews On Feedback and Feedback Literacymentioning

confidence: 99%

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Ten Years after Sutton (2012): Quo Vadis Feedback Literacy? (A Bibliometric Study)

2023

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Drawing on the construct of Academic Literacy, Paul Sutton coined the term "Feedback Literacy" in 2012. Since then, a growing body of research on Feedback Literacy has emerged from scholars worldwide. This bibliometric study then intended to trace the historical development of Feedback Literacy research over a decade and identify future trends and directions in the field. Extracting from the Scopus database and employing Bibliometrix R-tool, this study seeks to reveal the performance analysis and science mapping of the construct. PRISMA 2020 was utilized to guide the articles' search, screening, selection, and reporting. The result of the performance analysis revealed the most prominent journal (Assessment and Evaluation in Higher Education), author (David Carless), article (Carless & Boud, 2018), and keywords (students-related feedback) in feedback literacy research. The conceptual, intellectual, and social structure analyses under science mapping provided insight into popular and fundamental research themes and the collaboration network among feedback literacy authors, with Australian researchers at the forefront. The findings imply that feedback literacy is a fertile ground for further research on topics such as students-related feedback, online feedback, ecological factor, and dialogic feedback. Studies outside of the context of higher education are still under-represented. This study can also aid novice scholars m finding relevant references or outlets for publication.

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Section: Overviewsupporting

confidence: 87%

Section: Research Reviews On Feedback and Feedback Literacymentioning

confidence: 99%

Ten Years after Sutton (2012): Quo Vadis Feedback Literacy? (A Bibliometric Study)

2023

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“…This signifies a process of obtaining, understanding and using feedback information to improve the quality of learning 14 . This presupposes an active process where the learner seeks and investigates information based on the task at hand in relation to their own prior knowledge and learning strategies 5,15–17 This activeness refers to recent research on feedback and feedback literacy, emphasising empowerment for leaners to identify their own shortcomings as a basis for shaping their further learning 18 …”

Section: Introductionmentioning

confidence: 99%

“…learner seeks and investigates information based on the task at hand in relation to their own prior knowledge and learning strategies 5,[15][16][17] This activeness refers to recent research on feedback and feedback literacy, emphasising empowerment for leaners to identify their own shortcomings as a basis for shaping their further learning. 18 The paper reports on a study providing feedback opportunities for students on their completed final exams, termed post-exam feedback. The study is based on empirical documentation from two different dental hygienist programmes situated in two university settings: one in Sweden and one in Norway.…”

mentioning

confidence: 99%

Students' perceptions of post‐exam feedback in oral radiology—A comparative study from two dental hygienist educational settings

de Lange,

Møystad,

Torgersen

et al. 2023

Eur J Dental Education

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IntroductionThe aim of this study was to investigate how students perceive the benefit of participating in a teacher‐organised session providing feedback on exams, termed post‐exam feedback, in two dental hygienist programmes.MethodsThe study was based on interviews with 22 participants, including 18 students and 4 faculty teachers. The data were approached on the basis of thematic analysis, allowing us to generate insights on how the participants reflected on their participation in the post‐exam feedback sessions and how they perceived this arrangement as learners.ResultsThe findings from the study suggest that motivated students consider post‐exam feedback to be beneficial in clearing up uncertainties and deepening their understanding of issues not fully understood during the exam, as well as supporting their further learning. Less motivated students mainly consider post‐exam feedback to be relevant for students who do not pass the exams.ConclusionsOrganised in a student‐centred way and with attentiveness to student learning preferences, the results suggest that post‐exam feedback can be valuable for enhancing assessment and supporting student learning related to exams.

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“… 2 , 10 , 11 Particularly, student feedback literacy has received much attention. 12 Feedback literacy concerns the understanding of feedback processes and the capacity to manage affect and to take action in response to feedback. 13 However, the quality of feedback given by students has scarcely been studied.…”

Section: Introductionmentioning

confidence: 99%

An innovative assessment tool for evaluating narrative feedback quality among Medicine and Biomedical Sciences students

Jacobs,

van Son,

Scharstuhl

et al. 2023

Int J Med Educ

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Objectives To develop a reliable instrument to objectively assess feedback quality, to use it for assessment of the quality of students’ narrative feedback and to be used as a self-assessment instrument for students in their learning process. Methods In a retrospective cohort study, 635 feedback narratives, provided by small groups of Medicine and Biomedical Sciences undergraduate students, have been extracted from available quarterly curriculum evaluation surveys. A rubric was developed based on literature and contents of our feedback education. It consists of seven subitems and has a maximum score of 20 points (sufficient score: >10 points). Rubric reliability was evaluated using intra-class correlation. The rubric was tested by analysing the feedback narratives. To test progression, we compared rubric scores between study years with a Kruskal-Wallis analysis and Dunn’s post-hoc testing with Bonferroni correction. Results The rubric has an intra-class correlation of 0.894. First year students had a mean rubric score of 11.5 points (SD 3.6), second year students 12.4 (SD 3.4) and third year students 13.1 (SD 3.6). Kruskal-Wallis testing showed significant differences in feedback quality between study years (χ 2 (2, N=635) = 17.53, p<0.001). Dunn’s post-hoc test revealed significant differences between study years one and two (p=0.012) and one and three (p<0.001). Conclusions The developed rubric is a reliable instrument to assess narrative feedback quality. Students were able to provide feedback of sufficient quality and quality improved across study years. The instrument will allow students to assess themselves and learn where there is still room for improvement.

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Feedback literacy: a critical review of an emerging concept

Cited by 63 publications

References 84 publications

Ten Years after Sutton (2012): Quo Vadis Feedback Literacy? (A Bibliometric Study)

Ten Years after Sutton (2012): Quo Vadis Feedback Literacy? (A Bibliometric Study)

Students' perceptions of post‐exam feedback in oral radiology—A comparative study from two dental hygienist educational settings

An innovative assessment tool for evaluating narrative feedback quality among Medicine and Biomedical Sciences students

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