Effective learning depends on effective feedback, which in turn requires a set of skills, dispositions and practices on the part of both students and teachers which have been termed "feedback literacy." A previously published teacher "feedback literacy competency framework" has identified what is needed by teachers to implement…

Feedback is a term used so frequently that it is commonly taken that there is a shared view about what it means. However, in recent years, the notion of feedback as simply the provision of information to students about their work has been substantially challenged and learning-centred views have been articulated. This paper employs a corpus…

While there is now extensive research on informal feedback seeking behaviour by employees in organisations, this literature has received limited attention in higher education. This paper addresses the gap between the two fields of feedback literacy and feedback seeking behaviour. Key organisational feedback seeking behaviour concepts including…

If feedback is to be conducted effectively, then there needs to be clarity about what is involved and what is necessary for teachers to be able to undertake it well. While much attention has recently been devoted to student feedback literacy, less has been given to what is required of teaching staff in their various roles in feedback processes.…

Feedback can occur before and after assessment submission, but needs to be useful in order for students to improve their subsequent performance. Arguably, undergraduate students, and particularly international, online and new students, are especially in need of feedback to effectively engage in academic and disciplinary expectations. Therefore,…

Feedback is powerful for learning in education, and the workplace. Work-integrated learning bridges these two settings, but how prepared students are to use feedback strategies as they enter the workplace remains unknown. This paper documents an exploratory, mixed-methods, study involving final-year occupational therapy students. The students were…

Since the early 2010s the literature has shifted to view feedback as a process that students do where they make sense of information about work they have done, and use it to improve the quality of their subsequent work. In this view, effective feedback needs to demonstrate effects. However, it is unclear if educators and students share this…

Respect plays a crucial role in maintaining feedback interactions and sustaining student engagement with feedback. However, previous feedback literature has only mentioned respect in anecdotal accounts, and as a unidimensional notion. Drawing upon the philosophical distinctions among kinds of respect, this conceptual paper argues that respect is…

Despite an increasing focus on assessment feedback, educators continue to find that simply replicating an effective feedback practice from one context does not guarantee success in the next. There is a growing recognition that the contextual factors surrounding successful practices need to be considered. This article reports on a large-scale mixed…

A wide range of technologies has been developed to enhance assessment, but adoption has been inconsistent. This is despite assessment being critical to student learning and certification. To understand why this is the case and how it can be addressed, we need to explore the perspectives of academics responsible for designing and implementing…

Increasing significance has been ascribed to student engagement, as a measure of success of both teachers and programs. However, since users of the term commonly tend not to explain, rationalise or problematise their understanding of engagement, its value to understand or transform learning may be limited. While clarification has occurred in…

There are many excellent publications outlining features of assessment and feedback design in higher education. However, university educators often find these ideas challenging to realise in practice, as much of the literature focuses on institutional change rather than supporting academics. This paper describes the conceptual development of a…

The term 'peer assessment' may apply to a range of student activities. This imprecision may impact on the uptake of peer assessment pedagogies. To better describe peer assessment approaches, typologies of peer assessment diversity were previously derived from the education literature. However, these typologies have not yet been tested with…

How can learners be supported to engage productively in the kinds of feedback practices they may encounter after they graduate? This article introduces a novel concept of authentic feedback to denote processes which resemble the feedback practices of the discipline, profession or workplace. Drawing on the notion of authentic assessment, a…

Despite compelling evidence of its potential effectiveness, uptake of self and peer assessment in higher education has been slower than expected. As with other assessment practices, self and peer assessment is ultimately enabled, or inhibited, by the actions of individual academics. This paper explores what academics see as the benefits and…