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...

/pdf/the-development-of-student-feedback-literacy-enabling-uptake-qdai1oxnj6.pdf

The development of student feedback literacy: enabling uptake of feedback

The COVID-19 pandemic has impacted education at all levels in various ways. Institutions and teacher educators had to quickly respond to an unexpected and ‘forced’ transition from face-to-face to r...

https://www.tandfonline.com/doi/pdf/10.1080/02619768.2020.1821184

COVID-19 and teacher education: a literature review of online teaching and learning practices

Evaluative judgement is the capability to make decisions about the quality of work of oneself and others. In this paper, we propose that developing students’ evaluative judgement should be a goal of higher education, to enable students to improve their work and to meet their future learning needs: a necessary capability of graduates. We explore evaluative judgement within a discourse of pedagogy rather than primarily within an assessment discourse, as a way of encompassing and integrating a range of pedagogical practices. We trace the origins and development of the term ‘evaluative judgement’ to form a concise definition then recommend refinements to existing higher education practices of self-assessment, peer assessment, feedback, rubrics, and use of exemplars to contribute to the development of evaluative judgement. Considering pedagogical practices in light of evaluative judgement may lead to fruitful methods of engendering the skills learners require both within and beyond higher education settings.

/pdf/developing-evaluative-judgement-enabling-students-to-make-9u5v776oh2.pdf

Developing evaluative judgement: enabling students to make decisions about the quality of work

Since the early 2010s the literature has shifted to view feedback as a process that students do where they make sense of information about work they have done, and use it to improve the quality of ...

/pdf/what-makes-for-effective-feedback-staff-and-student-4kn493pcfv.pdf

What Makes for Effective Feedback: Staff and Student Perspectives.

A Comparative Study of the Purchase, Management and Use of Large-scale Research Equipment in the UK and US Universities (report for Evidence Ltd on behalf of the Higher Education Funding Council for England)

Despite compelling evidence of its potential effectiveness, uptake of self and peer assessment in higher education has been slower than expected. As with other assessment practices, self and peer assessment is ultimately enabled, or inhibited, by the actions of individual academics. This paper explores what academics see as the benefits and challenges of implementing self and peer assessment, through the analysis of interviews with 13 Australian academics. Thematic analysis of our qualitative data identified seven themes of benefits and five challenges. Our academics showed strong belief in the power of self and peer assessment as formative assessment, contrary to past literature which has focussed on the accuracy of students’ marking. This paper therefore brings insights as to not only what academics value about self and peer assessment but also identifies potential inhibitors in practice. Recommendations are made about improving the design and implementation of self and peer assessment in higher...

Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education

This study explored the contribution of peer-assisted learning (PAL) in the development of evaluative judgement capacity; the ability to understand work quality and apply those standards to appraising performance. The study employed a mixed methods approach, collecting self-reported survey data, observations of, and reflective interviews with, the medical students observed. Participants were in their first year of clinical placements. Data were thematically analysed. Students indicated that PAL contributed to both the comprehension of notions of quality, and the practice of making comparisons between a given performance and the standards. Emergent themes included peer story-telling, direct observation of performance, and peer-based feedback, all of which helped students to define 'work quality'. By participating in PAL, students were required to make comparisons, therefore using the standards of practice and gaining a deeper understanding of them. The data revealed tensions in that peers were seen as less threatening than supervisors with the advantage of increasing learners' appetites for thoughtful 'intellectual risk taking'. Despite this reported advantage of peer engagement, learners still expressed a preference for feedback from senior teachers as more trusted sources of clinical knowledge. While this study suggests that PAL already contributes to the development of evaluative judgement, further steps could be taken to formalise PAL in clinical placements to improve learners' capacity to make accurate judgements on the performance of self and others. Further experimental studies are necessary to confirm the best methods of using PAL to develop evaluative judgement. This may include both students and educators as instigators of PAL in the workplace.

The Role of Peer-Assisted Learning in Building Evaluative Judgement: Opportunities in Clinical Medical Education.

Developing Evaluative Judgement in Higher Education : Assessment for Knowing and Producing Quality Work

Students’ dissatisfaction with peer assessment has been widely documented. While most relevant literature places focus on the cognitive (content and uptake of feedback) or structural (feedback desi...

Grudges and gratitude: the social-affective impacts of peer assessment

Clinicians who teach are essential for the health workforce but require faculty development to improve their educational skills. Curricula for faculty development programs are often based on expert frameworks without consideration of the learning priorities as defined by clinical supervisors themselves. We sought to inform these curricula by highlighting clinical supervisors own requirements through answering the research question: what do clinical supervisors identify as relative strengths and areas for improvement in their teaching practice? This mixed methods study employed a modified version of the Maastricht Clinical Teaching Questionnaire (mMCTQ) which included free-text reflections. Descriptive statistics were calculated and content analysis was conducted on textual comments. 481 (49%) of 978 clinical supervisors submitted their mMCTQs and associated reflections for the research study. Clinical supervisors self-identified relatively strong capability with interpersonal skills or attributes and indicated least capability with assisting learners to explore strengths, weaknesses and learning goals. The qualitative category ‘establishing relationships’ was the most reported strength with 224 responses. The qualitative category ‘feedback’ was the most reported area for improvement, with 151 responses. Key areas for curricular focus include: improving feedback practices; stimulating reflective and agentic learning; and managing the logistics of a clinical education environment. Clinical supervisors’ self-identified needs provide a foundation for designing engaging and relevant faculty development programs.

Joanna Hong-Meng Tai

Papers

Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education

The Role of Peer-Assisted Learning in Building Evaluative Judgement: Opportunities in Clinical Medical Education.

Developing Evaluative Judgement in Higher Education : Assessment for Knowing and Producing Quality Work

Grudges and gratitude: the social-affective impacts of peer assessment

What should we teach the teachers? Identifying the learning priorities of clinical supervisors