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Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum
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posted on 2020-01-01, 00:00 authored by Bianka Malecka, David BoudDavid Boud, D CarlessRecent 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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Journal
Teaching in higher educationPagination
1 - 15Publisher
Taylor & FrancisLocation
Abingdon, Eng.Publisher DOI
ISSN
1356-2517eISSN
1470-1294Language
engPublication classification
C1 Refereed article in a scholarly journalUsage metrics
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