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1 reference
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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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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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