Precedents to feedback literacy: uncoupling feedback from assessment using an evidence-based approach to reflect on and validate the Feedback Talk Framework

Paper

Medland, Emma, Heron, Marion and Balloo, Kieran. 2021. "Precedents to feedback literacy: uncoupling feedback from assessment using an evidence-based approach to reflect on and validate the Feedback Talk Framework." SRHE Conference 2021: (Re)connecting, (Re)building: Higher Education in Transformative Times. United Kingdom 06 - 10 Dec 2021 United Kingdom.
Paper/Presentation Title

Precedents to feedback literacy: uncoupling feedback from assessment using an evidence-based approach to reflect on and validate the Feedback Talk Framework

Presentation TypePaper
AuthorsMedland, Emma (Author), Heron, Marion (Author) and Balloo, Kieran (Author)
Journal or Proceedings TitleProceedings of the SRHE Conference 2021
Year2021
Place of PublicationUnited Kingdom
Web Address (URL) of Paperhttps://srhe.ac.uk/arc/21/SRHE2021-0184.pdf
Conference/EventSRHE Conference 2021: (Re)connecting, (Re)building: Higher Education in Transformative Times
Event Details
SRHE Conference 2021: (Re)connecting, (Re)building: Higher Education in Transformative Times
Delivery
Online
Event Date
06 to end of 10 Dec 2021
Event Location
United Kingdom
Abstract

Feedback  talk as part of naturally occurring classroom dialogic interactions forms the most rich and abundant source of feedback that students are exposed to. Whilst conceptualisations of feedback literacy are evolving rapidly, there is little consideration of what feedback looks like and how it can be identified, particularly in relation to feedback talk. A pilot study adopting a linguistic lens to explicate what feedback talk looks like identified ten codes (i.e. Feedback Talk Framework). This presentation focuses on validation of the Feedback Talk Framework through mixed methods using a survey (n = 136) and data-led reflective interviews with staff (n=7). Findings indicated that the original ten codes could be collapsed into three key feedback talk moves: i. Informing; ii. Confirming and Validating, and; iii. Questioning. These moves provide a first step in recognising and reflecting upon feedback talk that has the potential to support the development of teacher feedback literacy.

KeywordsFeedback talk
ANZSRC Field of Research 2020390402. Education assessment and evaluation
390303. Higher education
Byline AffiliationsUniversity of Surrey, United Kingdom
Institution of OriginUniversity of Southern Queensland
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