The development of student feedback literacy: enabling uptake of feedback
2018/05/03 by David Carless, David Boud · 1 voice · 40 citations
Social Sciences · #Evaluation of Teaching Practices #Reflective Practices in Education #Student Assessment and Feedback
paper · pdf · doi:10.1080/02602938.2018.1463354
openalex publication_date 2018/05/03 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/01
Abstract
Student feedback literacy denotes the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies. In this conceptual paper, student responses to feedback are reviewed and a number of barriers to student uptake of feedback are discussed. Four inter-related features are proposed as a framework underpinning students’ feedback literacy: appreciating feedback; making judgments; managing affect; and taking action. Two well-established learning activities, peer feedback and analysing exemplars, are discussed to illustrate how this framework can be operationalized. Some ways in which these two enabling activities can be re-focused more explicitly towards developing students’ feedback literacy are elaborated. Teachers are identified as playing important facilitating roles in promoting student feedback literacy through curriculum design, guidance and coaching. The implications and conclusion summarise recommendations for teaching and set out an agenda for further research.
Citations
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- Writing With Machines and Peers: Designing for Critical Engagement with Generative AI
- Can we trust LLMs as a tutor for our students? Evaluating the Quality of LLM-generated Feedback in Statistics Exams
- Automated feedback on argumentative writing: The role of secondary students' feedback receptivity and feedback perception
- Directive, Metacognitive or a Blend of Both? A Comparison of AI-Generated Feedback Types on Student Engagement, Confidence, and Outcomes
- Student Engagement with GenAI's Tutoring Feedback: A Mixed Methods Study
- Dialogism in feedback literacies: a critical review
- Latent classes of self-reported feedback experiences: exploring students’ challenges, motivations, and action-taking behaviours in feedback processes
- The power of internal feedback: exploiting natural comparison processes
- Self-assessment is about more than self: the enabling role of feedback literacy
- Students’ perceptions of, and emotional responses to, personalised learning analytics-based feedback: an exploratory study of four courses
- Comparing Generative AI and teacher feedback: student perceptions of usefulness and trustworthiness
- Authentic feedback: supporting learners to engage in disciplinary feedback practices
- Developing and validating a student feedback literacy scale
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- Connecting teacher and student assessment literacy with self-evaluation and peer feedback
- Navigating feedback practices across learning contexts: implications for feedback literacy
- What does it take to provide effective peer feedback?
- Rubric co-creation to promote quality, interactivity and uptake of peer feedback
- Designing relational feedback: a rapid review and qualitative synthesis
- AI feedback literacy in higher education: understanding, measuring, and predicting student feedback uptake
- A four-dimensional conceptual framework for student assessment literacy in holistic competency development
- Evaluative feedback isn’t enough: harnessing the power of consequential feedback in higher education
- Effects of teacher, peer and self-feedback on student improvement in online assessment: the role of individuals’ presumptions and feedback literacy
- Steps to implementation: the role of peer feedback inner structure on feedback implementation
- Investigating student perceptions of an AI-powered chatbot to support feedback interpretation and uptake in higher education
- Learning together through collaborative writing: The power of peer feedback and discussion in doctoral writing groups
- Generative artificial intelligence as an enabler of student feedback engagement: a framework
- Peer feedback and teacher feedback: a comparative study of revision effectiveness in writing instruction for EFL learners
- Designing effective peer assessment processes in higher education: a systematic review
- The feedback process as a scaffold of evaluative judgement
- Feedback literacy in design-based settings: a study of architecture students
- A comparison of student and staff perceptions and feelings about assessment and feedback using cartoon annotation
- Can students’ feedback literacy be improved? A scoping review of interventions
- Whose ‘useful’ is it anyway? Considering the complexity of ‘useful feedback’ to improve the feedback dialogue
- Talking Feedback: Fostering Student Feedback Literacy Through a Dialogic Approach
- Using peer feedback, teacher feedback and self-assessment to enhance students’ feedback literacy behaviour
- Exploring pre-service teachers’ attitudes and experiences with generative AI: a mixed methods study in Norwegian teacher education
- Authentic and Creative Assessment in a World with AI
- Enhancing the Peer-Feedback Process Through Instructional Support: A Meta-Analysis
- Empower Students With Internal Feedback: Unpack the Process of Internal Feedback in Language Classrooms
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