Precedents to feedback literacy: uncoupling feedback from assessment using an evidence-based approach to reflect on and validate the Feedback Talk Framework
Paper
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 |
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Presentation Type | Paper |
Authors | Medland, Emma (Author), Heron, Marion (Author) and Balloo, Kieran (Author) |
Journal or Proceedings Title | Proceedings of the SRHE Conference 2021 |
Year | 2021 |
Place of Publication | United Kingdom |
Web Address (URL) of Paper | https://srhe.ac.uk/arc/21/SRHE2021-0184.pdf |
Conference/Event | SRHE 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. |
Keywords | Feedback talk |
ANZSRC Field of Research 2020 | 390402. Education assessment and evaluation |
390303. Higher education | |
Byline Affiliations | University of Surrey, United Kingdom |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q7075/precedents-to-feedback-literacy-uncoupling-feedback-from-assessment-using-an-evidence-based-approach-to-reflect-on-and-validate-the-feedback-talk-framework
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