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Article: The development of student feedback literacy: enabling uptake of feedback
Title | The development of student feedback literacy: enabling uptake of feedback |
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Authors | |
Keywords | Assessment Feedback Feedback literacy |
Issue Date | 2018 |
Publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02602938.asp |
Citation | Assessment & Evaluation in Higher Education, 2018, v. 43 n. 8, p. 1315-1325 How to Cite? |
Abstract | 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 out an agenda for further research. |
Persistent Identifier | http://hdl.handle.net/10722/261886 |
ISSN | 2023 Impact Factor: 4.1 2023 SCImago Journal Rankings: 2.738 |
ISI Accession Number ID | |
Grants |
DC Field | Value | Language |
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dc.contributor.author | Carless, DR | - |
dc.contributor.author | Boud, D | - |
dc.date.accessioned | 2018-09-28T04:49:48Z | - |
dc.date.available | 2018-09-28T04:49:48Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | Assessment & Evaluation in Higher Education, 2018, v. 43 n. 8, p. 1315-1325 | - |
dc.identifier.issn | 0260-2938 | - |
dc.identifier.uri | http://hdl.handle.net/10722/261886 | - |
dc.description.abstract | 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 out an agenda for further research. | - |
dc.language | eng | - |
dc.publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02602938.asp | - |
dc.relation.ispartof | Assessment & Evaluation in Higher Education | - |
dc.rights | Preprint: This is an Author's Original Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online: http://www.tandfonline.com/doi/abs/[Article DOI]. Postprint: This is an Accepted Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online at: http://www.tandfonline.com/doi/abs/[Article DOI]. | - |
dc.subject | Assessment | - |
dc.subject | Feedback | - |
dc.subject | Feedback literacy | - |
dc.title | The development of student feedback literacy: enabling uptake of feedback | - |
dc.type | Article | - |
dc.identifier.email | Carless, DR: dcarless@hkucc.hku.hk | - |
dc.identifier.authority | Carless, DR=rp00889 | - |
dc.description.nature | published_or_final_version | - |
dc.identifier.doi | 10.1080/02602938.2018.1463354 | - |
dc.identifier.scopus | eid_2-s2.0-85046462404 | - |
dc.identifier.hkuros | 292362 | - |
dc.identifier.volume | 43 | - |
dc.identifier.issue | 8 | - |
dc.identifier.spage | 1315 | - |
dc.identifier.epage | 1325 | - |
dc.identifier.isi | WOS:000446493600009 | - |
dc.publisher.place | United Kingdom | - |
dc.relation.project | Theorizing feedback processes in higher education | - |
dc.identifier.issnl | 0260-2938 | - |