Navigating feedback practices across learning contexts: implications for feedback literacy

Malecka, B; Boud, D; Tai, J; Ajjawi, R

Navigating feedback practices across learning contexts: implications for feedback literacy

Malecka, B Boud, D

Tai, J Ajjawi, R

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Publisher:: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Publication Type:: Journal Article
Citation:: Assessment and Evaluation in Higher Education, 2022, 47, (8), pp. 1330-1344
Issue Date:: 2022-01-01

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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	Tai, J
dc.contributor.author	Ajjawi, R
dc.date.accessioned	2023-01-19T16:34:14Z
dc.date.available	2023-01-19T16:34:14Z
dc.date.issued	2022-01-01
dc.identifier.citation	Assessment and Evaluation in Higher Education, 2022, 47, (8), pp. 1330-1344
dc.identifier.issn	0260-2938
dc.identifier.issn	1469-297X
dc.identifier.uri	http://hdl.handle.net/10453/165283
dc.description.abstract	Student feedback practices have been primarily discussed within a context of the particular course or unit of study. Little attention has been paid to how students navigate their feedback practices as they progress through different learning contexts and whether they apply known feedback strategies in new settings. To open exploration of this issue, case studies of five participants were studied over different courses–undergraduate, direct-entry access program and postgraduate - in order to identify how learners’ understandings of past and immediate contexts impacted their approaches to feedback. Data were collected through student artefacts which included e-portfolios completed in the direct-entry program and two interviews, approximately one year apart. Thematic analysis of the data indicated influences of learners’ feedback histories on the application of feedback in new contexts. The findings highlight the need to consider students’ past feedback experiences, as well as identify connections between courses, in order to assist students in applying feedback practices across contexts. Further research exploring how micro transitions between courses and students’ lived experiences of interacting with feedback tools and materials influence their feedback literacy is recommended.
dc.language	English
dc.publisher	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation.ispartof	Assessment and Evaluation in Higher Education
dc.relation.isbasedon	10.1080/02602938.2022.2041544
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	13 Education
dc.subject.classification	Education
dc.title	Navigating feedback practices across learning contexts: implications for feedback literacy
dc.type	Journal Article
utslib.citation.volume	47
utslib.for	13 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	*
dc.date.updated	2023-01-19T16:34:12Z
pubs.issue	8
pubs.publication-status	Published
pubs.volume	47
utslib.citation.issue	8

Abstract:

Student feedback practices have been primarily discussed within a context of the particular course or unit of study. Little attention has been paid to how students navigate their feedback practices as they progress through different learning contexts and whether they apply known feedback strategies in new settings. To open exploration of this issue, case studies of five participants were studied over different courses–undergraduate, direct-entry access program and postgraduate - in order to identify how learners’ understandings of past and immediate contexts impacted their approaches to feedback. Data were collected through student artefacts which included e-portfolios completed in the direct-entry program and two interviews, approximately one year apart. Thematic analysis of the data indicated influences of learners’ feedback histories on the application of feedback in new contexts. The findings highlight the need to consider students’ past feedback experiences, as well as identify connections between courses, in order to assist students in applying feedback practices across contexts. Further research exploring how micro transitions between courses and students’ lived experiences of interacting with feedback tools and materials influence their feedback literacy is recommended.

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http://hdl.handle.net/10453/165283