A crucial graduate attribute? Embedding feedback literacy into curricula across higher education

Paper

Balloo, Kieran, Winstone, Naomi E. and Carless, David. 2019. "A crucial graduate attribute? Embedding feedback literacy into curricula across higher education." Society for Research into Higher Education International Research (SRHE) Conference 2019 . Newport, United Kingdom 05 - 07 Dec 2018 United Kingdom.
Paper/Presentation Title

A crucial graduate attribute? Embedding feedback literacy into curricula across higher education

Presentation TypePaper
AuthorsBalloo, Kieran (Author), Winstone, Naomi E. (Author) and Carless, David (Author)
Journal or Proceedings TitleCreativity, Criticality and Conformity in Higher Education: Conference Programme and Book of Abstracts
Number of Pages1
Year2019
Place of PublicationUnited Kingdom
Web Address (URL) of Paperhttps://srhe.ac.uk/arc/19/0385.pdf
Conference/EventSociety for Research into Higher Education International Research (SRHE) Conference 2019
Event Details
Society for Research into Higher Education International Research (SRHE) Conference 2019
Delivery
In person
Event Date
05 to end of 07 Dec 2018
Event Location
Newport, United Kingdom
Event Web Address (URL)
Abstract

Students’ capacities for using feedback form part of their feedback literacy, which can be viewed as a core graduate attribute. Since National Qualifications Frameworks (NQFs) and subject-level benchmark statements (SBSs) provide guidance about graduate or threshold outcomes, we coded a sample of these frameworks for evidence of concepts pertaining to feedback literacy. Of the four key features of feedback literacy identified by Carless and Boud (2018), only ‘Managing Affect’ and ‘Making Judgements’ were identified in the NQFs, whereas ‘Appreciating Feedback’ and ‘Taking Action’ were not present. All features were present in the SBSs, with ‘Making Judgements’ coded most frequently and ‘Appreciating Feedback’ least frequently. Indicators of feedback literacy were identified in ‘applied’ disciplines more than ‘pure’ disciplines. We highlight the need for integrating more aspects of feedback literacy into ‘pure’ disciplinary curricula, as well as finding ways for encouraging students to appreciate feedback in all its forms whilst taking action.

ANZSRC Field of Research 2020390402. Education assessment and evaluation
390102. Curriculum and pedagogy theory and development
390303. Higher education
Public Notes

Abstract #0385. Abstract only published.

Byline AffiliationsUniversity of Surrey, United Kingdom
University of Hong Kong, China
Institution of OriginUniversity of Southern Queensland
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