The DOI matches its Crossref record; 20 of the 20 references it cites were found in a registry or an index.
Conceptualizing feedback literacy: knowing, being, and acting
Abstract
In this paper I seek to reflect upon the process of becoming feedback literate. Feedback literacy is conceptualised as an integral component of a broader academic literacy that has three interrelated dimensions: the epistemological, the ontological and the practical. Learners experience and respond differentially to each of these dimensions which can render becoming feedback literate a complex and challenging process. The acquisition of feedback literacy, I argue, is also mediated by learners’ perceptions of their university teachers’ educational identities.
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Cites
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Research works printed but not linked: 6
- Barnett R., 2007, Learning for the Longer Term, 29
- Barton D., 2000, Situated literacies in context
- Furedi F., 2004, Therapy culture: Creating vulnerability in an uncertain age
- Hounsell D., 2007, Rethinking assessment in Higher Education. Learning for the longer term, 101
- Street B., 2003, Current Issues in Comparative Education, 5, 77
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Cited by
The development of student feedback literacy: Enabling uptake of feedback
Carless, D., & Boud, D. (2018) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2018.1463354 · Cited by 2,428
“Feedback literacy requires learners to act upon comments that they have received (Sutton 2012).”
InfluentialDeveloping a learning-centred framework for feedback literacy
Molloy, E., Boud, D., & Henderson, M. (2020) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2019.1667955 · Cited by 555
“To date, feedback literacy has been written about in conceptual terms only (Sutton 2012; Carless and Boud 2018).”
BackgroundThe power of internal feedback: Exploiting natural comparison processes
Nicol, D. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1823314 · Cited by 402
“…into the recommendation that to improve learning from feedback messages, practical steps must be taken to develop students’ feedback literacy (Sutton 2012: Gravett 2020) recently defined as ‘the understandings, capabilities and dispositions needed to make sense of information and use it to…”
BackgroundRad, H. S., Alipour, R., & Jafarpour, A. (2024) · Interactive Learning Environments · doi:10.1080/10494820.2023.2208170 · Cited by 214
Xu, Y., & Carless, D. (2017) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2016.1226759 · Cited by 140
Metadata
- Authors
- Sutton, P.
- Venue
- Innovations in Education and Teaching International
- Publisher
- Informa UK Limited
- Published
- 2012-01-31
- Volume
- 49
- Issue
- 1
- Pages
- 31-40
- ISSN
- 1470-3297 (ISSN-L)
- 1470-3300
- OpenAlex
- W2060590843
- Cited by
- 393
- References
- 20
- FWCI
- 4.63
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
