A crucial graduate attribute? Embedding feedback literacy into curricula across higher education

Balloo, Kieran ORCID: https://orcid.org/0000-0002-1745-4653 and Winstone, Naomi E. and Carless, David (2019) A crucial graduate attribute? Embedding feedback literacy into curricula across higher education. In: Society for Research into Higher Education International Research Conference 2019: Creativity, Criticality and Conformity in Higher Education, 11 Dec - 13 Dec 2019, Newport, United Kingdom.

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Abstract

Students’ capacities for using feedback form part of their feedback literacy, which can be viewed as a core graduate attribute. Since National Qualifications Frameworks (NQFs) and subject-level benchmark statements (SBSs) provide guidance about graduate or threshold outcomes, we coded a sample of these frameworks for evidence of concepts pertaining to feedback literacy. Of the four key features of feedback literacy identified by Carless and Boud (2018), only ‘Managing Affect’ and ‘Making Judgements’ were identified in the NQFs, whereas ‘Appreciating Feedback’ and ‘Taking Action’ were not present. All features were present in the SBSs, with ‘Making Judgements’ coded most frequently and ‘Appreciating Feedback’ least frequently. Indicators of feedback literacy were identified in ‘applied’ disciplines more than ‘pure’ disciplines. We highlight the need for integrating more aspects of feedback literacy into ‘pure’ disciplinary curricula, as well as finding ways for encouraging students to appreciate feedback in all its forms whilst taking action.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Abstract #0385. Abstract only published.
Faculty/School / Institute/Centre: No Faculty
Faculty/School / Institute/Centre: No Faculty
Date Deposited: 14 Mar 2022 01:25
Last Modified: 16 Mar 2022 00:01
Fields of Research (2008): 13 Education > 1301 Education Systems > 130103 Higher Education
13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
Fields of Research (2020): 39 EDUCATION > 3904 Specialist studies in education > 390402 Education assessment and evaluation
39 EDUCATION > 3901 Curriculum and pedagogy > 390102 Curriculum and pedagogy theory and development
39 EDUCATION > 3903 Education systems > 390303 Higher education
URI: http://eprints.usq.edu.au/id/eprint/46556

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