Conceptualizing feedback literacy: knowing, being, and acting

By P. Sutton. 2012

341 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c190685769ad99364a642ca80bd7908c584b029f

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In Education

Citations in the corpus

The development of student feedback literacy: enabling uptake of feedback (2018, neutral): “Feedback literacy requires learners to act upon comments that they have received (Sutton 2012).”
Developing student feedback literacy through self and peer assessment interventions (2021, background): “They found that after students attended the workshop, their scores increased significantly on a 14-item measure of student feedback literacy that related to the elements of feedback literacy outlined by sutton (2012).”
The effectiveness of formative assessment: student views and staff reflections (2020, background): “It is recognised that building feedback literacy is a complex and challenging process (Sutton, 2012), hence it is important to begin in first year (Molloy, Boud and Henderson, 2019), thus offering students an early chance to engage with feedback, actively respond to it and develop deep learning…”
Developing a learning-centred framework for feedback literacy (2019, background): “To date, feedback literacy has been written about in conceptual terms only (Sutton 2012; Carless and Boud 2018).”
‘Only true friends could be cruelly honest’: cognitive scaffolding and social-affective support in teacher feedback literacy (2017, background): “Existing literature related to feedback literacy mainly focuses on students (Sutton 2012); teacher feedback literacy has not been researched in much detail, although it is generally acknowledged to be part of teacher assessment literacy (Xu and Brown 2016) and in short supply (O’Donovan, rust, and…”
The development of student feedback literacy: the influences of teacher feedback on peer feedback (2019, methodology): “These prerequisites have been identified (Sadler 2010) and recently synthesised under the construct of student feedback literacy (Sutton 2012 Carless and Boud 2018).”
The power of internal feedback: exploiting natural comparison processes (2020, background): “…into the recommendation that to improve learning from feedback messages, practical steps must be taken to develop students’ feedback literacy (Sutton 2012: Gravett 2020) recently defined as ‘the understandings, capabilities and dispositions needed to make sense of information and use it to…”
Building Feedback Literacy: Students’ Perceptions of the Developing Engagement With Feedback Toolkit (2019, methodology): “We developed a simplistic and exploratory measure containing 14 items that related to each of the three different elements of feedback literacy outlined by Sutton (2012), namely knowing, being, and acting.”
What feedback literate teachers do: an empirically-derived competency framework (2021, background): “While it was Sutton (2012) who put the idea of student feedback literacy on the agenda, Carless and Boud (2018) conceptualised what were key elements of it and Molloy, Boud, and Henderson (2020) extracted a framework for student feedback literacy from an empirical study of student feedback use.”