The development of student feedback literacy: enabling uptake of feedback

By D. Carless, David Boud. 2018

1,889 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a8d750fd870be10fca03b5901495b042b20b5463

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In Education

Citations in the corpus

A collaborative learning approach to dialogic peer feedback: a theoretical framework (2020, background): “Feedback literacy, defined as “ the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies ” (Carless and Boud 2018, 2), is considered an essential skill for achievement in higher education.”
What feedback literate teachers do: an empirically-derived competency framework (2021, background): “While there have been conceptual discussions of feedback literacy for both students (Carless and Boud, 2018) and teachers (Carless and Winstone, 2020), it is only for students that attempts have been made to base a framework for feedback literacy in empirical evidence (Molloy, Boud, and Henderson…”
Quality of Feedback in Higher Education: A Review of Literature (2020, background): “Considerations of student interactions with feedback (e.g., Carless and Boud [14]), are taken into account through the code of Tone.”
Developing a learning-centred framework for feedback literacy (2019, methodology): “To date, feedback literacy has been written about in conceptual terms only (Sutton 2012; Carless and Boud 2018).”
The effectiveness of formative assessment: student views and staff reflections (2020, background): “Carless and Boud (2018) also recognise the need to ensure feedback provided is of high quality and aids the development of students’ feedback literacy.”
Formative assessment as practice: the role of students’ motivation (2020, background): “Time and opportunity to process the given constructive teacher feedback is essential to facilitate feedback uptake (Carless and Boud 2018).”
The development of student feedback literacy: the influences of teacher feedback on peer feedback (2019, background): “Although the students were introduced to the principles of providing peer feedback, these could remain abstract expectations not ready for direct use in actual peer feedback activities (Carless and Boud 2018).”
The usefulness of feedback (2019, background): “These actions reinforce a teacher-centred perspective, focused more on what the teacher does and the labour of giving, rather than a learnercentred perspective which recognizes the active role of students in their own learning (Carless and Boud, 2018; Evans, 2013; Nicol, 2010).”
Developing student feedback literacy through self and peer assessment interventions (2021, background): “The development of these capacities strongly aligns with the underlying elements of feedback literacy (Carless and Boud 2018).”
Longitudinal perspectives on students’ experiences of feedback: a need for teacher–student partnerships (2020, background): “A more process-oriented social constructivist view focuses on the student role in making sense of comments and using them for enhancement purposes (Boud & Molloy, 2013; Carless & Boud, 2018).”
Teacher feedback literacy and its interplay with student feedback literacy (2020, positive): “Carless and Boud (2018) identify an important teacher role in creating environments where students have opportunities to use feedback, and in providing coaching and modelling to support students’ actions in response to feedback.”
Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education (2022, background): “Despite such huge literature, feedback is poorly implied and enacted by instructors and learners [67, 69].”
Building Feedback Literacy: Students’ Perceptions of the Developing Engagement With Feedback Toolkit (2019, background): “, Weaver, 2006; Burke, 2009), and indeed, the research literature contains many examples of minimal engagement with feedback by students (e.g., Gibbs and Simpson, 2004; Hounsell, 2007; Sinclair and Cleland, 2007; Carless and Boud, 2018).”
The challenges of feedback in higher education (2019, background): “For instance, Carless and Boud (2018) argue that both students and staff require feedback literacy, that is the ability to seek/generate, understand and use comments.”