Navigating feedback practices across learning contexts
Implications for feedback literacy
Bibliographic Data
| ID | 19379028 |
|---|---|
| Authors | Bianka Malecka (0000-0001-9735-278X, Deakin University, Geelong, Australia, corresponding author), David Boud (0000-0002-6883-2722, Deakin University, Geelong, Australia), Jeanne Tai (0000-0002-8984-2671, Deakin University, Geelong, Australia), Rola Ajjawi (0000-0003-0651-3870, Deakin University, Geelong, Australia) |
| Year | 2022 |
| Volume | 47 |
| Issue | 8 |
| Pages | 1330-1344 |
| Publication date | 2022-11-17 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2022.2041544 |
| OpenAlex | W4212955964 |
| Language | EN |
| Citations received | 19 |
| References cited | 30 |
Student feedback practices have been primarily discussed within a context of the particular course or unit of study. Little attention has been paid to how students navigate their feedback practices as they progress through different learning contexts and whether they apply known feedback strategies in new settings. To open exploration of this issue, case studies of five participants were studied over different courses – undergraduate, direct-entry access program and postgraduate - in order to identify how learners’ understandings of past and immediate contexts impacted their approaches to feedback. Data were collected through student artefacts which included e-portfolios completed in the direct-entry program and two interviews, approximately one year apart. Thematic analysis of the data indicated influences of learners’ feedback histories on the application of feedback in new contexts. The findings highlight the need to consider students’ past feedback experiences, as well as identify connections between courses, in order to assist students in applying feedback practices across contexts. Further research exploring how micro transitions between courses and students’ lived experiences of interacting with feedback tools and materials influence their feedback literacy is recommended
Higher education · Literacy · Mathematics education · Pedagogy · Peer feedback · Qualitative research · Sociology · Thematic analysis · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology · Student Assessment and Feedback
Negative feedback is fine, but don’t mix your messages! simultaneous social- and temporal-comparative feedback and task performance
Writing Feedback in the English Language Teaching Classroom
Analyse des émotions et des compétences émotionnelles d’étudiants universitaires dans le traitement d’un feedback formatif à distance
Analysis of the Emotions and Emotional Skills of University Students in Processing Distance Formative Feedback
Creative Approach to Enhancing Learning Skills Based on Buddhism and Philosophy
Development and validation of the high school students’ Mathematics Discourse Feedback Skills Scale (MDFSS)
The feedback I want versus the feedback I need
Feedback literacy
Students’ experiences of assessment and feedback engagement in digital contexts
Adaptation of student feedback literacy scale into Turkish culture
What does it take to provide effective peer feedback
Can students’ feedback literacy be improved? A scoping review of interventions
Interplay between student and teacher feedback literacies within pre-service teachers
Students’ engagement with ChatGPT feedback
Research impacts and trends in feedback literacy
When ‘good teaching’ isn’t enough
Longitudinal effects of feedback from peer, AI, and exemplars on student feedback literacy development
Feedback dialogue in intercultural doctoral supervision
A cross‐cultural examination of elementary students' perceptions of academic feedback
Designing Effective Feedback Processes in Higher Education
Excellence in University Assessment
Conditions that enable effective feedback
Supporting Learners' Agentic Engagement With Feedback
Conceptualizing feedback literacy
Case study methods.
Student feedback literacy and engagement with feedback
Disciplinary perspectives on feedback processes
Teacher feedback literacy and its interplay with student feedback literacy
Discipline-specific feedback literacies
Feedback cultures, histories and literacies
Exploring the notion of teacher feedback literacies through the theory of practice architectures
The power of internal feedback
What feedback literate teachers do
Reconsidering student feedback literacy from an ecological perspective
Developing a learning-centred framework for feedback literacy
Signature feedback practices in the creative arts
The role of feedback in cross-cultural learning
Feeling feedback
Generating dialogue in assessment feedback
An empirical study of student action from ipsative design of feedback processes
Feedback that works
Feedback literacies as sociomaterial practice
The development of student feedback literacy
Agency and learning in the lifecourse
| Citations per year | 4.75 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |