{"title":"Enabling and valuing feedback literacies","authors":"Edd Pitt, N. Winstone","doi":"10.1080/02602938.2022.2107168","DOIUrl":null,"url":null,"abstract":"There has been a clear shift in the representation of feedback in the scholarly literature. Whereas feedback was once framed as the information provided by teachers to their students on their work, recent years have witnessed greater recognition of the agentic role of students in feedback processes, in terms of their responsibilities to process and enact feedback to inform their learning (e.g. Boud and Molloy 2013; Winstone, Pitt, and Nash 2021). Whilst there is a growing appreciation that the true impact of feedback comes not from what teachers do but from what students do, this does not mean that the role of teachers is redundant. Feedback design is an important activity for teachers, thus creating environments in which learners can take on greater responsibility in feedback processes. Alongside increasing emphasis on the role of students in feedback processes has been the development of a body of research exploring the skills and capacities of students that facilitate such involvement. Such skills and capacities are most commonly discussed as part of frameworks for ‘student feedback literacy’ (Sutton 2012; Carless and Boud 2018; Molloy, Boud, and Henderson 2020). The publication of these frameworks has instigated an explosion of conceptual and empirical work on the topic of feedback literacy, including ecological and sociomaterial perspectives (e.g. Chong 2021; Gravett 2022), the development of tools for its measurement (e.g. Zhan 2021; Song 2022; Yu, Di Zhang, and Liu 2022), and pedagogic approaches to the development of students’ feedback literacy (e.g. Winstone, Mathlin, and Nash 2019; Ketonen, Nieminen, and Hähkiöniemi 2020; Malecka, Boud, and Carless 2020; Fernández-Toro and Duensing 2021; Hoo, Deneen, and Boud 2022; Man, Kong, and Chau 2022; Winstone, Balloo, et al. 2022). Approaches to the development of student feedback literacy recognise the important role of teachers in enabling students to develop their own understandings of feedback processes. In this way, then, teachers also hold skills and capacities related to their practice in feedback processes. Carless and Winstone (2020) built upon Carless and Boud (2018) framework for student feedback literacy to propose a conceptual framework for teacher feedback literacy. They defined teacher feedback literacy as ‘knowledge, expertise and dispositions to design feedback processes in ways which enable student uptake of feedback and seed the development of student feedback literacy’ (Carless and Winstone 2020, p. 4). They outlined three dimensions of teacher feedback literacy: design (planning curricula and assessment tasks such that students come to appreciate the purpose of feedback, build the capacity for evaluative judgement, and take responsibility for implementing feedback information) relational (showing emotional sensitivity and empathy in feedback processes, and building trust with students) and pragmatic (managing the tensions created by competing functions of feedback, making decisions about workload such that time is invested in feedback that is likely to have an impact, and managing the constraints whilst exploiting the affordances of the discipline). The articles in this special issue take very different approaches to the concept of teacher feedback literacy; they highlight the importance of recognising complexity and the likely","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":null,"pages":null},"PeriodicalIF":4.1000,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Assessment & Evaluation in Higher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/02602938.2022.2107168","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 2
Abstract
There has been a clear shift in the representation of feedback in the scholarly literature. Whereas feedback was once framed as the information provided by teachers to their students on their work, recent years have witnessed greater recognition of the agentic role of students in feedback processes, in terms of their responsibilities to process and enact feedback to inform their learning (e.g. Boud and Molloy 2013; Winstone, Pitt, and Nash 2021). Whilst there is a growing appreciation that the true impact of feedback comes not from what teachers do but from what students do, this does not mean that the role of teachers is redundant. Feedback design is an important activity for teachers, thus creating environments in which learners can take on greater responsibility in feedback processes. Alongside increasing emphasis on the role of students in feedback processes has been the development of a body of research exploring the skills and capacities of students that facilitate such involvement. Such skills and capacities are most commonly discussed as part of frameworks for ‘student feedback literacy’ (Sutton 2012; Carless and Boud 2018; Molloy, Boud, and Henderson 2020). The publication of these frameworks has instigated an explosion of conceptual and empirical work on the topic of feedback literacy, including ecological and sociomaterial perspectives (e.g. Chong 2021; Gravett 2022), the development of tools for its measurement (e.g. Zhan 2021; Song 2022; Yu, Di Zhang, and Liu 2022), and pedagogic approaches to the development of students’ feedback literacy (e.g. Winstone, Mathlin, and Nash 2019; Ketonen, Nieminen, and Hähkiöniemi 2020; Malecka, Boud, and Carless 2020; Fernández-Toro and Duensing 2021; Hoo, Deneen, and Boud 2022; Man, Kong, and Chau 2022; Winstone, Balloo, et al. 2022). Approaches to the development of student feedback literacy recognise the important role of teachers in enabling students to develop their own understandings of feedback processes. In this way, then, teachers also hold skills and capacities related to their practice in feedback processes. Carless and Winstone (2020) built upon Carless and Boud (2018) framework for student feedback literacy to propose a conceptual framework for teacher feedback literacy. They defined teacher feedback literacy as ‘knowledge, expertise and dispositions to design feedback processes in ways which enable student uptake of feedback and seed the development of student feedback literacy’ (Carless and Winstone 2020, p. 4). They outlined three dimensions of teacher feedback literacy: design (planning curricula and assessment tasks such that students come to appreciate the purpose of feedback, build the capacity for evaluative judgement, and take responsibility for implementing feedback information) relational (showing emotional sensitivity and empathy in feedback processes, and building trust with students) and pragmatic (managing the tensions created by competing functions of feedback, making decisions about workload such that time is invested in feedback that is likely to have an impact, and managing the constraints whilst exploiting the affordances of the discipline). The articles in this special issue take very different approaches to the concept of teacher feedback literacy; they highlight the importance of recognising complexity and the likely
在学术文献中,反馈的表现有了明显的转变。虽然反馈曾经被定义为教师向学生提供的关于他们工作的信息,但近年来,人们越来越认识到学生在反馈过程中的代理作用,因为他们有责任处理和制定反馈以指导他们的学习(例如Boud和Molloy 2013;温斯顿,皮特,纳什2021)。虽然越来越多的人认识到,反馈的真正影响不是来自教师的行为,而是来自学生的行为,但这并不意味着教师的角色是多余的。反馈设计对教师来说是一项重要的活动,它可以创造一种环境,让学习者在反馈过程中承担更大的责任。除了越来越强调学生在反馈过程中的作用外,还发展了一系列研究,探索学生促进这种参与的技能和能力。这些技能和能力最常作为“学生反馈素养”框架的一部分被讨论(Sutton 2012;Carless and Boud 2018;Molloy, Boud和Henderson 2020)。这些框架的出版引发了关于反馈素养主题的概念和实证工作的爆炸式增长,包括生态和社会材料观点(例如Chong 2021;Gravett 2022),测量工具的开发(例如Zhan 2021;首歌2022;Yu, Di Zhang, and Liu 2022),以及培养学生反馈素养的教学方法(例如Winstone, Mathlin, and Nash 2019;Ketonen, Nieminen和Hähkiöniemi 2020;Malecka, Boud和Carless 2020;Fernández-Toro和Duensing 2021;Hoo, Deneen, and Boud 2022;文、港、洲2022;Winstone, Balloo等人,2022)。发展学生反馈素养的方法认识到教师在使学生发展自己对反馈过程的理解方面的重要作用。这样,教师在反馈过程中也掌握了与实践相关的技能和能力。Carless和Winstone(2020)在Carless和Boud(2018)的学生反馈素养框架的基础上,提出了教师反馈素养的概念框架。他们将教师反馈素养定义为“设计反馈过程的知识、专业技能和倾向,使学生能够接受反馈,并为学生反馈素养的发展打下基础”(Carless和Winstone 2020,第4页)。他们概述了教师反馈素养的三个维度:设计(规划课程和评估任务,使学生能够理解反馈的目的,建立评估判断的能力,并承担实施反馈信息的责任)关系(在反馈过程中表现出情感敏感性和同理心,并与学生建立信任)和务实(管理反馈的竞争功能所产生的紧张关系);做出关于工作负荷的决定,以便将时间投入到可能产生影响的反馈中,并在利用规程的支持的同时管理约束)。本期特刊中的文章对教师反馈素养的概念采取了截然不同的方法;它们强调了认识到复杂性和可能性的重要性