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

journal contribution
posted on 01.01.2020, 00:00 authored by Bianka Malecka, David BoudDavid Boud, D Carless
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.

History

Journal

Teaching in higher education

Pagination

1 - 15

Publisher

Taylor & Francis

Location

Abingdon, Eng.

ISSN

1356-2517

eISSN

1470-1294

Language

eng

Publication classification

C1 Refereed article in a scholarly journal