CRADLE 2020 publications round-up – Part 4: Feedback / Feedback literacy
10 December 2020
As 2020 draws to a close, we asked the CRADLE team to look over their impressive list of publications for the year and pick some highlights for a special four-part publication round-up. Today – if you’re looking for new perspectives or some inspiration around feedback or feedback literacy, read on! And if you’re looking for more ideas, or want to add to your holiday reading list, why not check out our full 2020 publications round-up?
Part 1: Assessment / Evaluative judgement
Part 2: Academic integrity / Learning design
Part 3: Work-integrated learning / Research practice
Feedback
Feedback that helps trainees learn to practice without supervision
M. Bearman, R. Ajjawi, C. Kirby and J. Brown (2020) Academic Medicine.
This conceptual article charts how feedback can help develop evaluative judgement for doctors who work in “complex, competing and ambiguous practice situations”. Both theoretical and practical, we outline how trainees can learn from a discussion about how they know if they’ve done a good job.
Authentic feedback: supporting learners to engage in disciplinary feedback practices
P. Dawson, D. Carless* and P. P. W. Lee (2020) Assessment & Evaluation in Higher Education.
How can we prepare students to engage in the sorts of feedback they will encounter when they graduate? This paper introduces the concept of ‘authentic feedback’, which denotes educational feedback processes that resemble the feedback processes of the discipline, profession or workplace.
The need to disentangle assessment and feedback in higher education
N. E. Winstone* and D. Boud (2020) Studies in Higher Education.
Assessment and feedback are often seen together, but they are not the same thing and they can interfere with each other with detrimental effects on both. This paper explores the difference between grade justification and feedback and argues that we need to have much greater clarity of intent in commenting on students’ work so that feedback is predominant.
How conceptualising respect can inform feedback pedagogies
J. Zhou*, P. Dawson, J. H.-M. Tai and M. Bearman (2020) Assessment & Evaluation in Higher Education.
This paper was conceived as a follow up to a previous paper led by Jiming, to further explore the role of respect in feedback. To paraphrase from the article, respect is like air: you only notice when it’s not there. In this paper we make some theoretically informed suggestions on how respect might be cultivated for productive feedback.
Feedback literacy
What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy
G. Joughin, D. Boud, P. Dawson and J. Tai (2020) Assessment & Evaluation in Higher Education.
Over the past few years the higher education literature has been exploring the new concept of feedback literacy – learners’ ability to understand, use and seek out feedback. But did you know there’s a much older parallel body of literature in the business domain under the banner of ‘feedback seeking behaviour’? This paper mines that literature for useful implications for higher education.
Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum
B. Malecka‡, D. Boud and D. Carless* (2020) Teaching in Higher Education.
How can student feedback literacy be developed as a normal part of courses? This paper focuses on three key features of student feedback competence and discusses how these elements can be embedded in undergraduate courses.
Developing a learning-centred framework for feedback literacy 
E. Molloy, D. Boud and M. Henderson (2020) Assessment & Evaluation in Higher Education.
Giving better feedback information to students is not enough to improve learning; they have to be active agents in the process. The importance of developing students’ feedback literacy is being recognised as necessary for feedback processes to be improved. This paper addresses the question: what constitutes student feedback literacy and how would we recognise students who have developed it well?
* CRADLE Honorary Appointment
‡ CRADLE Doctoral Student
