Developing a learning-centred framework for feedback literacy

By Elizabeth Molloy, David Boud, Michael Henderson. Assessment & Evaluation in Higher Education, 2019

466 citations recorded by the source corpus.

Abstract There is an increasing focus on notions of feedback in which students are positioned as active players rather than recipients of information. These discussions have been either conceptual in character or have an empirical focus on designs to support learners in feedback processes. There has been little emphasis on learners’ perspectives on, and experiences of, the role they play in such processes and what they need in order to benefit from feedback. This study therefore seeks to identify the characteristics of feedback literacy – that is, how students understand and can utilise feedback for their own learning – by analysing students’ views of feedback processes drawing on a substantial data set derived from a study of feedback in two large universities. The analysis revealed seven groupings of learner feedback literacy, including understanding feedback purposes and roles, seeking information, making judgements about work quality, working with emotions, and processing and using information for the benefit of their future work (31 categories in total). By identifying these realised components of feedback literacy, in the form of illustrative examples, the emergent set of competencies can enable investigations of the development of feedback literacy and improve feedback designs in courses through alignment to these standards.

Subfields: Education

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Citations in the corpus

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 student feedback literacy through self and peer assessment interventions (2021, methodology): “We have demonstrated that, within a given curriculum, students are capable of manifesting feedback capabilities across all groups of Molloy, Boud, and Henderson (2020) framework. second, our analyses identified the trajectories of student feedback literacy over three time points within a course.”
Teacher feedback literacy and its interplay with student feedback literacy (2020, unknown): “There is growing recognition that for feedback processes to be effective, shared responsibilities between students and teachers are necessary (Nash and Winstone 2017).”