Discipline-Specific Feedback Literacies: A Framework for Curriculum Design

Autor/inn/en	Winstone, Naomi E.; Balloo, Kieran; Carless, David
Titel	Discipline-Specific Feedback Literacies: A Framework for Curriculum Design
Quelle	In: Higher Education: The International Journal of Higher Education Research, 83 (2022) 1, S.57-77 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Winstone, Naomi E.) ORCID (Balloo, Kieran) ORCID (Carless, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-020-00632-0
Schlagwörter	Feedback (Response); Literacy; Curriculum Design; Foreign Countries; Benchmarking; Content Analysis; National Standards; Qualifications; Authentic Learning; Learning Activities; Higher Education; College Curriculum; Core Curriculum; United Kingdom + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Lehrplangestaltung; Ausland; Inhaltsanalyse; Qualifikation; Qualifikationsstufe; Lernaktivität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kerncurriculum; Großbritannien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01