Developing Feedback Literacy
We know that feedback needs to be timely and focused on information which can improve performance. However, to make the most of feedback, students need to learn how to interpret and respond to feedback. As part of their personal and professional development, they also need to learn how to constructively and respectfully seek and provide feedback. Colleagues in the School of Psychology share how they are supporting the development of students’ feedback literacy.
Feedback is regularly a point of dissatisfaction for students. ‘We spend a lot of time thinking about and writing feedback for students as we know how important it is’, says Professor Anna Chur-Hansen, ‘So it is discouraging when it isn’t acted upon’. Additionally, students are sometimes unaware of how they can benefit from a variety of feedback opportunities before assessments are graded, including discussing ideas with lecturers, tutors, or peers during class.
Students are provided with guidance on being an active participant in feedback dialogue, including expectations for appropriate communication.
For feedback to be effective it needs to be an active and reciprocal process that facilitates reflection, enable students to act, and encourages positive motivational beliefs and self-esteem1. Anna established a working group with staff and students within the School of Psychology to see how they co