What do we need to do to become fully feedback literate ourselves?
Much attention has been devoted to how students’ feedback literacy might be developed. But to have an influence on students, staff themselves need to have sufficient feedback literacy. The session builds on the framework of teacher feedback literacy competencies identified by Boud and Dawson to help participants diagnose their own levels of feedback literacy and what they might do about it. Focus will be on the design of feedback processes rather than on the specifics of the kinds of comments that might be provided to students. Following a diagnostic episode, the session will be oriented around how to address those areas collectively identified as most in need of improvement.
Boud, D. and Dawson, P. (published online 19 April 2021). What feedback literate teachers do: an empirically derived competency framework, Assessment and Evaluation in Higher Education, DOI:10.1080/02602938.2021.1910928
David Boud is Alfred Deakin Professor and Director of the Centre for Research in Assessment and Digital Learning at Deakin University, Melbourne and Emeritus Professor at the University of Technology Sydney. He is also Professor of Work and Learning at Middlesex University. Previously, he has held positions of Head of School, Associate Dean and Dean of the University Graduate School at UTS. He has published extensively on teaching, learning and assessment in higher and professional education. His current 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 worldwide in the field of higher education. He has been a pioneer in developing learning-centred approaches to assessment across the disciplines, particularly in building assessment skills for long-term learning (Developing Evaluative Judgement in Higher Education, Routledge 2018), designing new approaches to feedback (Feedback in Higher and Professional Education, Routledge, 2013) and Re-imagining University Assessment in a Digital World (Springer, 2019).