ABSTRACT
This chapter explores the role of the student in the feedback process, considering what meaningful engagement with feedback might look like, and the skills and processes upon which such engagement draws. We emphasise that feedback has the potential to strongly impact students’ learning and skill development, but only if students engage with and act upon advice they receive and generate during feedback exchanges. Drawing upon data from a research project on student engagement with feedback, the chapter surfaces barriers to engagement with feedback, and offers practical solutions for developing students’ feedback literacy and their ‘proactive recipience’ of feedback.
