Teacher feedback literacy and its interplay with student feedback literacy

Carless, David; Winstone, Naomi

doi:10.1080/13562517.2020.1782372

Cited by 275 publications

(235 citation statements)

References 51 publications

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“…Because the USM model is intended to offer teachers guidance in supporting the uptake of feedback, an important implication of this is the contribution to the emerging understanding of teacher feedback literacy for digital environments. Teacher feedback literacy has recently been defined by Carless and Winstone (2020) as 'the knowledge, expertise, and dispositions to design feedback processes in ways which enable student uptake of feedback and seed the development of feedback literacy' (4). Teacher feedback literacy also requires the management of some of the socio-affective and practical aspects of the learner feedback uptake process, and the authors suggest that technology can be key to achieving this.…”

Section: Discussionmentioning

confidence: 99%

“…Closely related to 'understanding' processes is the ability to make and refine accurate 'evaluative judgements' (Tai et al 2018;Carless and Winstone 2020) about the quality of learners' own and others' work, which also involves making comparisons (Nicol 2020). 'Self-assessment, goal setting and regulation' processes can be considered a continuous cycle, which first requires learners to self-assess according to their understanding of task criteria, set goals, act on feedback information and regulate their achievement of goals (Nicol and MacFarlane-Dick 2006;.…”

Section: Self-assessment Goal Setting and Regulation Processesmentioning

confidence: 99%

“…Feedback literacy is conceptualised as consisting of three broad, interrelated processes that facilitate feedback engagement and uptake. First, the ability to appreciate feedback, that is, understand the purpose of the feedback process and the role of the student in making it effective; second, the ability to make and refine evaluative judgements about what constitutes quality, and, finally, the ability to manage the emotional aspects of giving and receiving feedback information productively (Carless and Boud 2018;Carless and Winstone 2020). The notion of feedback literacy also aligns with earlier work on feedback uptake that emphasises the proactive role of the student in making uptake processes effective (i.e.…”

Section: Introductionmentioning

confidence: 99%

“…It has also been suggested that in the absence of evidence about their effectiveness, digital feedback environments should be investigated to explore their impact on engagement in feedback dialogues (Ajjawi and Boud 2017). Furthermore, recent work increasingly calls on the use of technology to manage the practicalities of feedback practices and provide opportunities to support feedback uptake and literacy (Carless and Boud 2018;Dawson et al 2018;Carless and Winstone 2020).…”

Section: Introductionmentioning

confidence: 99%

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A dialogic technology-mediated model of feedback uptake and literacy

Wood

2021

Assessment & Evaluation in Higher Education

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Section: Discussionmentioning

confidence: 99%

Section: Self-assessment Goal Setting and Regulation Processesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

A dialogic technology-mediated model of feedback uptake and literacy

Wood

2021

Assessment & Evaluation in Higher Education

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“…The importance of feedback literacy is underscored by significant recent interest. Conceptually oriented work has focused on identifying characteristics of teacher feedback literacy (Carless and Winstone, 2020), and learning activities to support the development of student feedback literacy (Malecka et al 2020), Drawing upon a large-scale survey and seven case studies of effective feedback practice, Molloy et al (2019), developed a learning-centred framework for feedback literacy providing empirical support for many of the components of feedback literacy in Carless and Boud's (2018) conceptual model. This framework also highlighted the importance of students actively seeking feedback information, recognising their central role in reciprocal feedback processes and preparing themselves for lifelong learning.…”

Section: Feedback Literacymentioning

confidence: 99%

Discipline-specific feedback literacies: A framework for curriculum design

2020

Self Cite

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Feedback literacy is an important graduate attribute that supports students’ future work capacities. This study aimed to develop a framework through which discipline-specific feedback literacies, as a set of socially situated skills, can be developed within core curricula. The framework is developed through a content analysis of National Qualifications Frameworks from six countries and UK Subject Benchmark Statements for multiple disciplines, analysis of indicative subject content for a range of disciplines and consultation with subject-matter experts. Whilst most of the benchmark statements incorporate the development of feedback literacy skills related to ‘making judgements’, attributes relating to ‘appreciating feedback’ and ‘taking action based on feedback’ are less prevalent. Skills related to ‘managing the affective challenges of feedback’ are most prevalent in documentation for applied disciplines. The resulting empirically guided curriculum design framework showcases how integrating the development of discipline-specific feedback literacies can be enacted through authentic learning activities and assessment tasks. In terms of implications for practice, the framework represents in concrete terms how discipline-specific feedback literacies can be integrated within higher education curricula. The findings also have implications for policy: by positioning discipline-specific feedback literacies as graduate outcomes, we believe they should be integrated within national qualifications frameworks as crucial skills to be developed through higher education courses. Finally, from a theoretical perspective, we advance conceptions of feedback literacy through a sociocultural approach and propose new directions for research that seek to reconceptualise a singular concept of feedback literacy as multiple feedback literacies that unfold in distinctive ways across disciplines.

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Assessment IS learning: developing a student‐centred approach for assessment in Higher Education

Rutherford,

Pritchard,

Francis

2024

FEBS Open Bio

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Assessment and the associated feedback from those assessments are powerful factors in the development of students' learning. We have seen a shift within the Higher Education sector to conceptualise assessment as being more than summative assessment ‘of’ learning. Instead, there has been a greater emphasis on assessment ‘as’ learning, or assessment ‘for’ learning, through the enhanced use of formative assessments. Centralising assessment within the learning process highlights that assessment IS learning and cannot be separated from other elements of the learning process. In particular, assessment has a vital role to play in the development of students' self‐regulated learning skills and the development of independence in learners. However, for assessments to effectively support learning, they need to be meaningful, engaging, well‐integrated into the learning activities and ‘student‐focused’. Placing student skills development and personal development at the centre of assessment design has the potential to empower students through assessment. This review focuses on the potential of assessment to support student learning and development, using the ‘Equity, Agency, Transparency’ (‘EAT’) framework as a lens for effective assessment and feedback practices. We suggest ways in which we can make our assessment and feedback practices more inclusive, meaningful and authentic to the students' learning needs.

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Teacher feedback literacy and its interplay with student feedback literacy

Cited by 275 publications

References 51 publications

A dialogic technology-mediated model of feedback uptake and literacy

A dialogic technology-mediated model of feedback uptake and literacy

Discipline-specific feedback literacies: A framework for curriculum design

Assessment IS learning: developing a student‐centred approach for assessment in Higher Education

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