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3 references
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- Vol 5 RE: Chapter 15
sustainable assessmentformative assessmentself-regulated learningevaluative judgementfeedback literacyassessment designself-assessmentcalibrationJournal article Evidence summaryAt a glance
Boud and Soler revisit sustainable assessment: assessment designed not only to support current coursework but also to develop learners' capacity to meet future learning demands.
Key ideas
Reviewing how the idea evolved over fifteen years, they connect it with formative assessment, self-regulation, feedback, and students' ability to make informed judgements about the quality of their own work. Sustainable practice cannot depend indefinitely on teachers supplying corrective information; learners need opportunities to interpret standards, compare work with criteria, seek and use feedback, and calibrate their decisions. The authors argue that these capacities must be built across a programme rather than attached to isolated tasks.
Why it matters
For educators, the article recommends examining how assessment design contributes to long-term learning, creating repeated opportunities for evaluative judgement, and aligning present requirements with the kinds of decisions students will later make independently.
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- Vol 2 RE: Chapter 11
- Vol 4 RE: Chapter 12
- Vol 5 RE: Chapters 4, 5, 8
student feedback literacyevaluative judgementfeedback uptakepeer feedbackexemplar analysisemotional feedback responsesrevision opportunitiesJournal article Evidence summaryAt a glance
Carless and Boud define student feedback literacy as the understandings, capacities, and dispositions needed to interpret information and use it to improve work or learning strategies.
Key ideas
Their framework has four connected features: appreciating feedback as an active process, developing evaluative judgement, managing emotional responses, and taking action. Barriers arise when feedback is treated as comments delivered by teachers, when students cannot recognise quality, when criticism threatens identity, or when course design provides no opportunity to use information. The authors illustrate development through analysing exemplars and participating in peer feedback, activities that allow students to compare work, discuss criteria, and practise judgement.
Why it matters
For educators, the paper recommends embedding feedback literacy in curriculum and assessment sequences, coaching students in productive participation, and ensuring that feedback leads to a consequential opportunity for revision or future application.
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- Vol 5 RE: Chapters 8, App C
teacher feedback literacystudent feedback literacyfeedback process designevaluative judgementfeedback dialoguefeedback uptakefeedback workload managementJournal article Evidence summaryAt a glance
Carless and Winstone conceptualise teacher feedback literacy as the knowledge, expertise, and dispositions required to create feedback processes that students can use. Their framework contains three dimensions.
Key ideas
The design dimension sequences assessment and learning activities so students seek, generate, interpret, and apply feedback while developing evaluative judgement. The relational dimension treats feedback as communication requiring trust, sensitivity, dialogue, and attention to emotion. The pragmatic dimension concerns managing workload, disciplinary conventions, institutional constraints, and digital possibilities without abandoning learning priorities. Teacher and student feedback literacy are mutually dependent: teachers shape conditions for participation, while students' responses reveal where designs need refinement.
Why it matters
For educators, the article recommends moving effort from producing ever more comments toward designing opportunities for uptake, discussing purposes and responsibilities with learners, creating approachable relationships, and iteratively improving feedback practices from evidence of how students actually respond.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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