Feedback processes are difficult to manage, and the accumulated frustrations of teachers and students inhibit the learning potential of feedback. In this conceptual paper, challenges to the develop...

Teacher feedback literacy and its interplay with student feedback literacy

For feedback processes to be effective, they need to involve students actively in generating, processing and responding to feedback information. Teacher transmission approaches are unlikely to prov...

From teacher transmission of information to student feedback literacy: Activating the learner role in feedback processes:

If feedback is to be conducted effectively, then there needs to be clarity about what is involved and what is necessary for teachers to be able to undertake it well. While much attention has recent...

What feedback literate teachers do: an empirically-derived competency framework

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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Discipline-specific feedback literacies: A framework for curriculum design

Feedback processes are situated within the norms and practices of disciplinary learning activities. Through a sociocultural lens, this study seeks to understand disciplinary feedback possibilities ...

Disciplinary perspectives on feedback processes: towards signature feedback practices

Recent feedback literature suggests that the development of student feedback literacy has potential to address problems in current feedback practice. Students’ feedback literacy involves developing...

Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum

Recent feedback literature emphasises the active role of learners in feedback processes and a programmatic approach to feedback design. This conceptual paper argues for the importance of ipsative p...

Fostering student motivation and engagement with feedback through ipsative processes

Abstract Student feedback practices have been primarily discussed within a context of the particular course or unit of study. Little attention has been paid to how students navigate their feedback practices as they progress through different learning contexts and whether they apply known feedback strategies in new settings. To open exploration of this issue, case studies of five participants were studied over different courses – undergraduate, direct-entry access program and postgraduate - in order to identify how learners’ understandings of past and immediate contexts impacted their approaches to feedback. Data were collected through student artefacts which included e-portfolios completed in the direct-entry program and two interviews, approximately one year apart. Thematic analysis of the data indicated influences of learners’ feedback histories on the application of feedback in new contexts. The findings highlight the need to consider students’ past feedback experiences, as well as identify connections between courses, in order to assist students in applying feedback practices across contexts. Further research exploring how micro transitions between courses and students’ lived experiences of interacting with feedback tools and materials influence their feedback literacy is recommended.

Navigating feedback practices across learning contexts: implications for feedback literacy

Feedback is justified when it has a positive influence on students’ subsequent performance. Opportunities for student action need therefore to be consciously designed if feedback is to influence le...

Bianka Malecka

Papers

Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum

Fostering student motivation and engagement with feedback through ipsative processes

Navigating feedback practices across learning contexts: implications for feedback literacy

An empirical study of student action from ipsative design of feedback processes