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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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- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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