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The development of academics’ feedback literacy: experiences of learning from critical feedback via scholarly peer review

Gravett, Karen, Kinchin, Ian M., Winstone, Naomi, Balloo, Kieran, Heron, Marion, Hosein, Anesa, Lygo-Baker, Simon and Medland, Emma (2019) The development of academics’ feedback literacy: experiences of learning from critical feedback via scholarly peer review Assessment & Evaluation in Higher Education. pp. 1-15.

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Abstract

The emerging literature related to feedback literacy has hitherto focused primarily on students’ engagement with feedback, and yet an analysis of academics’ feedback literacy is also of interest to those seeking to understand effective strategies to engage with feedback. Data from concept map-mediated interviews and reflections, with a team of six colleagues, surface academics’ responses to receiving critical feedback via scholarly peer review. Our findings reveal that feedback can be visceral and affecting, but that academics employ a number of strategies to engage with this process. This process can lead to actions that are both instrumental, enabling academics to more effectively ‘play the game’ of publication, as well as to learning that is more positively and holistically developmental. This study thus aims to open up a dialogue with colleagues internationally about the role of feedback literacy, for both academics and students. By openly sharing our own experiences we seek to normalise the difficulties academics routinely experience whilst engaging with critical feedback, to share the learning and strategies which can result from peer review feedback, and to explore how academics may occupy a comparable role to students who also receive evaluation of their work.

Item Type: Article
Divisions : Department of Higher Education
Authors :
NameEmailORCID
Gravett, KarenK.Gravett@surrey.ac.uk
Kinchin, Ian M.i.kinchin@surrey.ac.uk
Winstone, NaomiN.Winstone@surrey.ac.uk
Balloo, Kierank.balloo@surrey.ac.uk
Heron, Marionm.heron@surrey.ac.uk
Hosein, Anesaa.hosein@surrey.ac.uk
Lygo-Baker, SimonS.Lygo-Baker@surrey.ac.uk
Medland, Emmae.medland@surrey.ac.uk
Date : 10 November 2019
DOI : 10.1080/02602938.2019.1686749
Copyright Disclaimer : © 2019 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in 'Assessment & Evaluation in Higher Education' on 10/11/19, available online: https://doi.org/10.1080/02602938.2019.1686749.
Uncontrolled Keywords : Feedback literacy; Publication; Concept mapping; Peer review
Depositing User : Clive Harris
Date Deposited : 14 Nov 2019 14:09
Last Modified : 14 Nov 2019 14:09
URI: http://epubs.surrey.ac.uk/id/eprint/853132

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