What forms of assessment and/or feedback design indicate that university teachers are sufficiently feedback literate?
David Boud, Alfred Deakin Professor and Foundation Director of the Centre for Research in Assessment and Digital Learning, Deakin University, Australia
While there has in recent years been a notable increase in work on student feedback literacy—how it is important to develop it and how it might be fostered within courses—there has been much less emphasis on the feedback literacy of staff who design courses and engage in student feedback activities. Without relatively high levels of teacher feedback literacy, students will be disadvantaged and be subject to both poorly designed feedback processes and not have their own levels of feedback literacy extended.
This masterclass will examine the implications of teacher feedback literacy and explore examples of course design that reflect a good understanding of feedback processes that arise from those who exhibit it at a high level. It will also consider features of the context that inhibit good feedback practice and constrain the development of teacher feedback literacy, and consequentially, student feedback literacy. It will not focus on the provision of feedback information to students as this is an area well canvassed, but on the creation of feedback rich environments and on feedback processes that do not place additional burdens on educators. These are examples of operating at the macro- and meso- levels of teacher feedback literacy (Boud and Dawson 2023).
Reference
Boud, D. and Dawson, P. (2023). What feedback literate teachers do: an empirically derived competency framework, Assessment and Evaluation in Higher Education, 48, 2, 158-171. DOI:10.1080/02602938.2021.1910928
Biography
David Boud is Alfred Deakin Professor and Foundation Director of the Centre for Research in Assessment and Digital Learning at Deakin University, Australia. He is also Emeritus Professor in the Faculty of Arts and Social Sciences at the University of Technology Sydney. He received the Career Achievement Award of the Australian Awards for University Teaching from Universities Australia for 2022. He has published extensively on teaching, learning and assessment in higher and professional education and conducted professional development workshops for academics worldwide. His work focuses on the areas of assessment for learning in higher education, academic formation and workplace learning. He is one of the most highly cited scholars internationally in the field of higher education (Google Scholar h-index of 104).
ahenetwork.org 