Developing a learning-centred framework for feedback literacy

Molloy, E; Boud, D; Henderson, M

Developing a learning-centred framework for feedback literacy

Molloy, E Boud, D

Henderson, M

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Publication Type:: Journal Article
Citation:: Assessment and Evaluation in Higher Education, 2019
Issue Date:: 2019-01-01

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Field	Value	Language
dc.contributor.author	Molloy, E	en_US
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722	en_US
dc.contributor.author	Henderson, M	en_US
dc.date.accessioned	2020-03-28T07:02:39Z
dc.date.available	2020-08-31T19:13:05Z
dc.date.issued	2019-01-01	en_US
dc.identifier.citation	Assessment and Evaluation in Higher Education, 2019	en_US
dc.identifier.issn	0260-2938	en_US
dc.identifier.uri	http://hdl.handle.net/10453/139575
dc.description.abstract	© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. 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.	en_US
dc.relation.ispartof	Assessment and Evaluation in Higher Education	en_US
dc.relation.isbasedon	10.1080/02602938.2019.1667955	en_US
dc.rights	info:eu-repo/semantics/openAccess
dc.subject.classification	Education	en_US
dc.title	Developing a learning-centred framework for feedback literacy	en_US
dc.type	Journal Article
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	open_access	*
pubs.publication-status	Published	en_US

Abstract:

© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. 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.

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http://hdl.handle.net/10453/139575