Developing a learning-centred framework for feedback literacy
University of Technology Sydney · Deakin University · +3 more institutions
Abstract
There is an increasing focus on notions of feedback in which students are positioned as active players rather than recipients of information. These discussions have been either conceptual in character or have an empirical focus on designs to support learners in feedback processes. There has been little emphasis on learners’ perspectives on, and experiences of, the role they play in such processes and what they need in order to benefit from feedback. This study therefore seeks to identify the characteristics of feedback literacy – that is, how students understand and can utilise feedback for their own learning – by analysing students’ views of feedback processes drawing on a substantial data set derived from a…
Citation impact
- FWCI
- 99.54
- Percentile
- 100%
- References
- 31
Authors
3- EMElizabeth MolloyCorresponding
University of Technology Sydney, Deakin University, The University of Melbourne, Monash University, Middlesex University
- DBDavid Boud
University of Technology Sydney, Deakin University, The University of Melbourne, Monash University, Middlesex University
- MHMichael Henderson
University of Technology Sydney, Deakin University, The University of Melbourne, Monash University, Middlesex University
Topics & keywords
- Set (abstract data type)
- Mathematics education
- Literacy
- Information literacy
- Focus group
- Focus (optics)
- Quality (philosophy)
- Computer science
- Quality Education