A crucial graduate attribute? Embedding feedback literacy into curricula across higher education
Paper
Paper/Presentation Title | A crucial graduate attribute? Embedding feedback literacy into curricula across higher education |
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Presentation Type | Paper |
Authors | Balloo, Kieran (Author), Winstone, Naomi E. (Author) and Carless, David (Author) |
Journal or Proceedings Title | Creativity, Criticality and Conformity in Higher Education: Conference Programme and Book of Abstracts |
Number of Pages | 1 |
Year | 2019 |
Place of Publication | United Kingdom |
Web Address (URL) of Paper | https://srhe.ac.uk/arc/19/0385.pdf |
Conference/Event | Society 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 2020 | 390402. Education assessment and evaluation |
390102. Curriculum and pedagogy theory and development | |
390303. Higher education | |
Public Notes | Abstract #0385. Abstract only published. |
Byline Affiliations | University of Surrey, United Kingdom |
University of Hong Kong, China | |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q7035/a-crucial-graduate-attribute-embedding-feedback-literacy-into-curricula-across-higher-education
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