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Article: Teacher feedback literacy and its interplay with student feedback literacy
Title | Teacher feedback literacy and its interplay with student feedback literacy |
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Authors | |
Keywords | Feedback feedback literacy teacher feedback literacy student feedback literacy |
Issue Date | 2020 |
Publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13562517.asp |
Citation | Teaching in Higher Education, 2020, Epub 2020-06-22 How to Cite? |
Abstract | 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 development of effective feedback processes are reviewed and a new framework for teacher feedback literacy is proposed. The framework comprises three dimensions: a design dimension focuses on designing feedback processes for student uptake and enabling student evaluative judgment; a relational dimension represents the interpersonal side of feedback exchanges; and a pragmatic dimension addresses how teachers manage the compromises inherent in disciplinary and institutional feedback practices. Implications discuss the need for partnership approaches to feedback predicated on shared responsibilities between teachers and students, and the interplay between teacher and student feedback literacy. Key recommendations for practice are suggested within the design, relational and pragmatic dimensions. Avenues for further research are proposed, including how teacher and student feedback literacy might be developed in tandem. |
Persistent Identifier | http://hdl.handle.net/10722/288461 |
ISSN | 2023 Impact Factor: 2.4 2023 SCImago Journal Rankings: 1.061 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Carless, D | - |
dc.contributor.author | Winstone, N | - |
dc.date.accessioned | 2020-10-05T12:13:15Z | - |
dc.date.available | 2020-10-05T12:13:15Z | - |
dc.date.issued | 2020 | - |
dc.identifier.citation | Teaching in Higher Education, 2020, Epub 2020-06-22 | - |
dc.identifier.issn | 1356-2517 | - |
dc.identifier.uri | http://hdl.handle.net/10722/288461 | - |
dc.description.abstract | 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 development of effective feedback processes are reviewed and a new framework for teacher feedback literacy is proposed. The framework comprises three dimensions: a design dimension focuses on designing feedback processes for student uptake and enabling student evaluative judgment; a relational dimension represents the interpersonal side of feedback exchanges; and a pragmatic dimension addresses how teachers manage the compromises inherent in disciplinary and institutional feedback practices. Implications discuss the need for partnership approaches to feedback predicated on shared responsibilities between teachers and students, and the interplay between teacher and student feedback literacy. Key recommendations for practice are suggested within the design, relational and pragmatic dimensions. Avenues for further research are proposed, including how teacher and student feedback literacy might be developed in tandem. | - |
dc.language | eng | - |
dc.publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13562517.asp | - |
dc.relation.ispartof | Teaching in Higher Education | - |
dc.rights | This is an Accepted Manuscript of an article published by Taylor & Francis in Teaching in Higher Education on 22 Jun 2020, available online: http://www.tandfonline.com/10.1080/13562517.2020.1782372 | - |
dc.subject | Feedback | - |
dc.subject | feedback literacy | - |
dc.subject | teacher feedback literacy | - |
dc.subject | student feedback literacy | - |
dc.title | Teacher feedback literacy and its interplay with student feedback literacy | - |
dc.type | Article | - |
dc.identifier.email | Carless, D: dcarless@hkucc.hku.hk | - |
dc.identifier.authority | Carless, D=rp00889 | - |
dc.description.nature | postprint | - |
dc.identifier.doi | 10.1080/13562517.2020.1782372 | - |
dc.identifier.scopus | eid_2-s2.0-85087372349 | - |
dc.identifier.hkuros | 315041 | - |
dc.identifier.spage | 1 | - |
dc.identifier.epage | 14 | - |
dc.identifier.eissn | 1470-1294 | - |
dc.identifier.isi | WOS:000546966200001 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 1356-2517 | - |