Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum
By Bianka Malecka, David Boud, D. Carless. Teaching in Higher Education, 2020
194 citations recorded by the source corpus.
ABSTRACT Recent feedback literature suggests that the development of student feedback literacy has potential to address problems in current feedback practice. Students’ feedback literacy involves developing the capacity to make the most of feedback opportunities by active involvement in feedback processes. How the development of student feedback literacy can be embedded within the undergraduate curriculum has not yet been discussed in any depth. This conceptual paper fills that gap by elaborating three key mechanisms for embedding feedback literacy within the curriculum: eliciting, processing and enacting. These are illustrated through enhanced variations of four existing practices: feedback requests, self-assessment, peer review, and curated e-portfolios. The discussion summarizes the key implications for practice and identifies the need for further empirical work investigating how students elicit, process and enact feedback in situ, and longitudinal research exploring the impact of curriculum design on the development of student feedback literacy.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/2ebf2c4b21b4c99562c6cc993e143d1b91183ddc
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Phillip Dawson
- Hui-Teng Hoo
- Christopher C. Deneen
- David Boud
- D. Carless
- Emma Medland
- David J. Nicol
- R. Warhurst
Citations in the corpus
- What feedback literate teachers do: an empirically-derived competency framework (2021, background): “Subsequently, Malecka, Boud, and Carless (2020) explored how the development of student feedback literacy might be embedded in the curriculum, and Winstone, Balloo, and Carless (2020) framed discipline-specific feedback literacy as a graduate attribute.”
- Developing student feedback literacy through self and peer assessment interventions (2021, methodology): “…by four principles: conscious design for feedback; importance of practice to extend capabilities in feedback processes; cumulative and progressive development of feedback literacy over time and over courses; and traceability of feedback with the use of technology (Malecka, Boud, and Carless 2020).”