At Victoria University’s recent Learning and Teaching Symposium, keynote speaker Associate professor Phillip Dawson presented ‘Developing students feedback literacy for study, work and life’. Together with over 300 staff, we gained insights and debunked some myths around feedback.
Phill’s four key takeaways from the keynote are:
- We need to focus more on what students do with feedback and less on what we do
- Students need ‘feedback literacy’ to make the most of feedback
- We can develop student feedback literacy through modelling, design and authenticity
- Feedback literacy is important for life and work, not just study
We highly recommend taking the time to listen or watch the full 1-hour presentation.
For further reading, the below resources were cited in this presentation.
Phillip Dawson, David Carless & Pamela Pui Wah Lee (2020): Authentic
feedback: supporting learners to engage in disciplinary feedback practices, Assessment &
Evaluation in Higher Education, DOI: 10.1080/02602938.2020.1769022
David Carless & David Boud (2018) The development of student feedback
literacy: enabling uptake of feedback, Assessment & Evaluation in Higher Education, 43:8,
1315-1325, DOI: 10.1080/02602938.2018.1463354