Embed feedback literacy programme-wide and extend LMSs for feedback storage, retrieval and loop-closing¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

The article recommends systematically embedding feedback literacy across programmes, introducing it in the first semester and developing it through staged activities, with resources invested in first year to establish a productive feedback ethos. It proposes extending LMSs so students "keep all the comments they had received in a single repository and review how they are acting on them over time", enhancing visibility, responsibility and demonstration that feedback loops are being closed.

Design Implications¶

Context¶

Requirements¶

• Sufficient resources invested in the first year so a productive feedback ethos is established; LMSs reconfigured to enable convenient access and retrieval of feedback

Constraints¶

• The authors frame the LMS proposal as opening a fresh line of research into whether these processes facilitate increased uptake, i.e. the uptake benefit is not yet evidenced

Target Learners¶

• undergraduate higher education students, especially first-year students

Target Learning Goals¶

• closing feedback loops by acting on comments across tasks and over time

Affordances¶

• Student Feedback Literacy Four Features Framework

Claims¶

• Coached peer review improves the specificity of reviewer comments and receivers' uptake of feedback [+W]
• Students who accessed exemplar examination answers on the LMS achieved higher grades than those who did not [+W]
• Providing peer feedback can be more beneficial than receiving it because it is more cognitively engaging [+W]
• Students report awareness of feedback-acting strategies but experience difficulty carrying them out [+W]

Related Strategies¶

• Re-focus peer feedback and exemplar analysis as core curriculum activities with coaching and dialogue

Examples¶

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Key Sources¶

• David Carless & David Boud. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325. https://doi.org/10.1080/02602938.2018.1463354