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Feedback literacy in this context is defined as: the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies. Students’ feedback literacy involves an understanding of what feedback is and how it can be managed effectively; capacities and dispositions to make productive use of feedback; and appreciation of the roles of teachers and themselves in these processes (Carless and Boud, 2018, p. 1316).
Why is Feedback Literacy Important?
Feedback is an essential part of the learning process. Effective feedback practice must combine short term and long-term functions, helping students to learn and to change (Chappuis, 2012). While this is an important facet to feedback, there are still many people who still regard feedback as a transactional process rather than a dialogical process. The feedback they provide simply refers back to the work completed and does not provide comments to help students in the future (Price et al., 2010; Carless, 2006).
Feedback in Your Context
How could you engage your students more with their feedback?
What strategies would you use if resource were no issue?
What strategies can you use in reality?
Does it have to be you that provides it?
What tech options are can help with feedback engagement (and burden)?
Other Things to Consider
How does your feedback practice fit within the Programme (ipsative/developmental, practice-based etc.)?
Do the Programme ILOs feature in your feedback at all (could you ‘blueprint’ it to find out)? Why might this be useful?
What about graduate attributes and professional requirements – do you feed back on these? Why or why not?
