Teacher feedback literacy and its interplay with student feedback literacy

By D. Carless, N. Winstone. Teaching in Higher Education, 2020

497 citations recorded by the source corpus.

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.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/12b2669c27ce4fef4b8cf7f65f99c2990d61950f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

  1. Phillip Dawson
  2. David Boud
  3. D. Carless
  4. Emma Medland
  5. David J. Nicol
  6. R. Warhurst
  7. Ernesto Panadero
  8. N. Winstone

In Information Systems and Management

  1. Phillip Dawson
  2. David Boud

Citations in the corpus