The Development of Student Feedback Literacy: Enabling Uptake of Feedback

Autor/inn/en	Carless, David; Boud, David
Titel	The Development of Student Feedback Literacy: Enabling Uptake of Feedback
Quelle	In: Assessment & Evaluation in Higher Education, 43 (2018) 8, S.1315-1325 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boud, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2018.1463354
Schlagwörter	Feedback (Response); Information Literacy; Barriers; Peer Evaluation; Student Evaluation; Undergraduate Students; Teacher Role; College Faculty + Suchen Sie Ihr Suchwort? Informationskompetenz; Schulnote; Studentische Bewertung; Lehrerrolle; Fakultät
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01