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Teacher feedback literacy and its interplay with student feedback literacy

Carless, David and Winstone, Naomi (2020) Teacher feedback literacy and its interplay with student feedback literacy Teaching in Higher Education.

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Feedback processes are difficult to manage, and the accumulated frustrations of teachers and students inhibit the learning potential of feedback. In this conceptual paper, challenges to the development of effective feedback processes are reviewed and a new framework for teacher feedback literacy is proposed. The framework comprises three dimensions: a design dimension focuses on designing feedback processes for student uptake and enabling student evaluative judgment; a relational dimension represents the interpersonal side of feedback exchanges; and a pragmatic dimension addresses how teachers manage the compromises inherent in disciplinary and institutional feedback practices. Implications discuss the need for partnership approaches to feedback predicated on shared responsibilities between teachers and students, and the interplay between teacher and student feedback literacy. Key recommendations for practice are suggested within the design, relational and pragmatic dimensions. Avenues for further research are proposed, including how teacher and student feedback literacy might be developed in tandem.

Item Type: Article
Divisions : Department of Higher Education
Authors :
Carless, David
Date : 9 June 2020
DOI : 10.1080/13562517.2020.1782372
Copyright Disclaimer : © 2020 Informa UK Limited, trading as Taylor & Francis Group
Uncontrolled Keywords : Feedback, feedback literacy, teacher feedback literacy, student feedback literacy
Additional Information : Embargo OK Metadata OK Still require accepted manuscript version from author.
Depositing User : James Marshall
Date Deposited : 22 Jul 2020 15:52
Last Modified : 22 Jul 2020 15:52

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