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- Vol 4 RE: Chapter 12
feedback literacyevaluative judgementfeedback uptakedialogic feedbackpeer feedbackassessment designlearner agencyfeedback processesBook Evidence summaryAt a glance
Winstone and Carless shift feedback from information delivered by teachers to a process in which students interpret, judge, and use information to improve work. Effective feedback depends on student feedback literacy, opportunities for uptake, and assessment designs making action possible.
Key ideas
The book examines how educators can develop evaluative judgement, enable dialogue, connect internal feedback with external comments, use technology purposefully, and organise peer feedback as learning rather than editing. It foregrounds relationships: trust, tone, emotion, credibility, and agency affect whether information is engaged with. Teacher feedback literacy includes designing for uptake while managing disciplinary, institutional, time, and workload constraints. The volume synthesises theory, research, and cases; it is not one comparative trial and does not imply that more comments produce more learning.
Why it matters
Useful designs create cycles in which learners compare work with criteria and exemplars, discuss interpretations, revise, and carry insights into later tasks. Educators should evaluate feedback by the quality of resulting learner action, not only message timeliness or volume, while ensuring that peer, automated, and teacher inputs serve coherent learning purposes.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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