Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum

Malecka, B; Boud, D; Carless, D

Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum

Malecka, B Boud, D

Carless, D

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Publisher:: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Publication Type:: Journal Article
Citation:: Teaching in Higher Education, 2020
Issue Date:: 2020-01-01

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Field	Value	Language
dc.contributor.author	Malecka, B
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722
dc.contributor.author	Carless, D
dc.date.accessioned	2021-04-09T03:04:10Z
dc.date.available	2021-04-09T03:04:10Z
dc.date.issued	2020-01-01
dc.identifier.citation	Teaching in Higher Education, 2020
dc.identifier.issn	1356-2517
dc.identifier.issn	1470-1294
dc.identifier.uri	http://hdl.handle.net/10453/147919
dc.description.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.
dc.language	English
dc.publisher	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation.ispartof	Teaching in Higher Education
dc.relation.isbasedon	10.1080/13562517.2020.1754784
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.rights	“This is an Accepted Manuscript of an article published by Taylor & Francis in [Teaching in Higher Education], available online: https://www.tandfonline.com/doi/full/10.1080/13562517.2020.1754784]”
dc.subject	1301 Education Systems, 1303 Specialist Studies in Education
dc.subject.classification	Education
dc.title	Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum
dc.type	Journal Article
utslib.for	1301 Education Systems
utslib.for	1303 Specialist Studies in Education
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	*
utslib.copyright.embargo	2021-11-12T00:00:00+1000Z
dc.date.updated	2021-04-09T03:04:09Z
pubs.publication-status	Published

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.

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http://hdl.handle.net/10453/147919