See also 'Evaluative judgement'

See also 'Peer review'

Assessment literacy:

‘A significant factor determining students’ successful completion of an assessment is their understanding of what it is measuring and what the marker expects of them. Such understanding is part of students’ “assessment literacy”. (Kasprowicz, et al. 2020)

Feedback literacy:

Boud (2020) defines feedback as 'a process in which learners make sense of information about their performance and use it to enhance the quality of their work or learning strategies.'

In recent years there has been a paradigm shift where the focus has moved from what feedback looks like to a focus on what students do with feedback. Designing for feedback uptake is a potential bridge between old & new paradigm feedback processes. 'In order for students to receive and apply feedback information for learning, they must collect it, attend to it, cognitively respond, and act on it in a timely manner'. (Price et al. 2011).

A series of videos from David Carless (Hong Kong University) that illustrate current thinking is available here. Below are his slides from a talk at Sussex in October 2021 and the recording here

There's a useful series of short (1-minute) videos outlining the 'current landscape of student feedback literacy research' here, from Deakin University.

This interesting study (Zhan, 2021) introduces a student feedback literacy scale. The scale consists of six dimensions: eliciting, processing, enacting, appreciation, readiness and commitment

Resources

The Developing Engagement with Feedback Toolkit (DEFT) | Advance HE https://www.advance-he.ac.uk/knowledge-hub/developing-engagement-feedback-toolkit-deft

Bibliography:

Andrade, H. L., Bennett, R. E., and Cizek, G. J. (eds.) (2019) Handbook of Formative Assessment in the Disciplines. New York: Routledge. DOIhttps://doi.org/10.4324/9781315166933

Boud, D. (2018) 'Assessment could demonstrate learning gains, but what is required for it to do so?'. Higher Education Pedagogies, 3:1, 1-3, DOI: 10.1080/23752696.2017.1413671

Boud, D. & Molloy, E. (2013) 'Rethinking models of feedback for learning: the challenge of design'. Assessment & Evaluation in Higher Education, 38:6, 698-712, DOI: http://dx.doi.org/10.1080/02602938.2012.691462

Boud, D. & Associates (2010) Assessment 2020. Seven propositions for assessment reform in higher education. Retrieved from http://www.uts.edu.au/sites/default/files/Assessment-2020_propositions_final.pdf

Boud, D. & Falchikov, N. (2006). Aligning assessment with long‐term learning. Assessment & Evaluation in Higher Education, 31(4), 399-413.

Broadbent, J., Panadero, E., & Boud, D. (2018) 'Implementing summative assessment with a formative flavour: a case study in a large class'. Assessment & Evaluation in Higher Education, 43:2, 307-322, DOI: 10.1080/02602938.2017.1343455

Carless, D. & Boud, D. (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

Carless, D. (2019). Beyond teacher comments - designing for student uptake of feedback (slides)

Eriksson, K., Lindvall, J., Ola, H. and Andreas, R. (2020) 'Cultural Variation in the Effectiveness of Feedback on Students' Mistakes'. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2019.03053

Henderson, M., Phillips, M., Ryan, T., Boud, D., Dawson, P., Molloy E., & Mahoney, P. (2019) 'Conditions that enable effective feedback'. Higher Education Research & Development. DOI: 10.1080/07294360.2019.1657807

Han, Y., & Xu, Y. (2019) 'The development of student feedback literacy: the influences of teacher feedback on peer feedback'. Assessment & Evaluation in Higher Education. DOI: 10.1080/02602938.2019.1689545

Henderson M., Molloy E., Ajjawi R., Boud D. (2019) Designing Feedback for Impact. In: Henderson M., Ajjawi R., Boud D., Molloy E. (eds) The Impact of Feedback in Higher Education. Palgrave Macmillan, Cham (Useful list of references here: https://link.springer.com/chapter/10.1007/978-3-030-25112-3_15 )

Higher Education Academy (2012) A marked improvement; transforming assessment in higher education, York: HEA.

Kasprowicz, R., Tsakalaki, A., Trakulphadetkrai, N. V.; Kambouri-Danos, M., Harris, H., Sharp, S., and Tissot, C. (2020) 'Teaching intelligence: improving students’ assessment literacy'. In THE.

Bianka Malecka, David Boud & David Carless (2022) Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum, Teaching in Higher Education, 27:7, 908-922, DOI: 10.1080/13562517.2020.1754784

Nicol, D. (2006) Centre for Academic Practice, Formative assessment and self-regulated learning_ A ... - REAP Studies in Higher Education, Vol 31(2), 199-218

Nicol, D. & Macfarlane‐Dick , D. (2006) 'Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice'. Studies in Higher Education, 31:2, 199-218. http://dx.doi.org/10.1080/03075070600572090

Price, M., K. Handley, and J. Millar. (2011) “Feedback: Focusing Attention on Engagement.” Studies in Higher Education 36 (8): 879–896.

Ruegg, R. (2016) 'The effect of assessment of process after receiving teacher feedback'. Assessment & Evaluation in Higher Education, 41:2, 199-212, DOI: 10.1080/02602938.2014.998168

Sambell, K. (2016) 'Assessment and feedback in higher education: considerable room for improvement?' Student Engagement in Higher Education, 1 (1).

Winstone, N. and Carless, D. (2020) ‘Designing effective feedback processes in Higher Education: a learning-focussed approach’ Routledge London and New York

Wisniewski, B., Zierer, K. and Hattie, J. (2020) 'The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research'. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2019.03087

Yoon, J., Blunden, H., Kristal, A. and Whillans, A. (2019) 'Framing Feedback Giving as Advice Giving Yields More Critical and Actionable Input'. Harvard Business School Working Paper 20-021.