ABSTRACT
One of the most fundamental barriers to student involvement in the feedback process is that teachers and students may not share common understandings of the purposes of feedback, and students may not recognise many of the means through which they receive and generate feedback. This chapter begins by conceptualising student feedback literacy as the understandings, capacities and dispositions needed to make effective use of feedback information. The chapter then synthesises research evidence pertaining to students’ appreciation of the purposes and processes of feedback, their capacity to manage affective responses to feedback, and their potential uptake of feedback. Two key examples from the literature are used to illustrate the effectiveness of students’ reflection on their work and structured activities to facilitate the development of feedback literacy. A feedback design case collated through the Feedback Cultures project is presented, illustrating how a teacher of undergraduate Psychology embedded the development of his students’ feedback literacy into the curriculum, by synthesising students’ learning about the purpose and process of feedback with core disciplinary content.
