The document discusses feedback literacy and designs for productive feedback. It defines feedback literacy as the understandings, capacities, and dispositions needed to use feedback for improvement. Feedback literacy involves students making judgments about feedback, appreciating feedback, managing affect, and taking action. Productive feedback designs shift from just providing comments to creating learning environments where students generate feedback and respond to inputs. This includes peer and digital feedback modes. The roles of both teachers and students in developing feedback literacy are discussed.

1. Supporting the development
of student feedback literacy
David Carless
University of Hong Kong
@CarlessDavid
October 13, 2021
TEL, University of Sussex
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2. Overview
1. Key feedback challenges
2. Feedback literacy
3. Productive feedback designs
4. Digital possibilities
5. Summary & Implications
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3. CHALLENGES THAT FEEDBACK
LITERACY MIGHT ADDRESS
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4. Key feedback challenges
1. Unidirectional feedback as telling
2. Timing of feedback
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5. Feedback does double duty
Competing audiences & functions of teacher
comments:
- Justifying grade
- Offering advice
- Specific & generic comments
- Accountability & QA dimensions
(Winstone & Carless, 2021)
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6. Paradigm shift
From teachers delivering comments
To what learners do: self-generated
feedback; using inputs
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7. Delivery  uptake
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Teachers produce comments
Focus on delivery
Students generate insights
Focus on uptake
(Carless, 2015; Winstone & Carless, 2019)

8. Constructive feedback processes
Enable students to compare work-in-
progress with that of others (Nicol, 2020)
Within the curriculum & timed for uptake
(e.g. Harland et al. 2017; Pitt & Carless,
2021)
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9. THE ROLE OF FEEDBACK
LITERACY
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10. Defining student feedback literacy
Understandings, capacities & dispositions
needed to use feedback for improvement
(Carless & Boud, 2018).
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11. Student feedback literacy
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Making
Judgments
Appreciating
Feedback
Managing
Affect
Taking Action
(Carless & Boud, 2018)

12. Defining teacher feedback literacy
Knowledge & expertise to design feedback
processes for student uptake
(Carless & Winstone, 2020)
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13. (Carless & Winstone, 2020)

14. Shared responsibilities
All parties need to understand the common
enterprise of feedback processes; & extend
feedback literacy further (Boud & Dawson,
2021)
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15. FEEDBACK DESIGNS
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16. Feedback designs
Shift from the provision of comments to the
design of learning environments
(Boud & Molloy, 2013)
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17. Design for uptake
Assessment task 1
Assessment task 2
Assessment task 3
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18. Teacher role
Design learning environments for students
to generate feedback
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19. The University of Hong Kong

20. Audio peer feedback
Feeling personally committed
Understanding own learning processes
Comparing own work with that of peers
(Filius et al., 2019)
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21. Learning by comparison
Peer feedback outcome: learners compare
own work with that of others & then revise
(Nicol, 2020; van Popta et al., 2017)
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22. Peer video feedback
Peer-to-peer video feedback delivered via
Facebook
Hung (2016)
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23. Audio/video feedback modes
Enable rapport &
nuance
You can talk faster, & more personally, than
you can write
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24. Teacher video feedback
Video feedback enables social presence
Allied with student response or follow-up
(Mahoney et al. 2019)
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25. Screencasting
Digital recording of users’ screen combined
with voice narration e.g.
Screencasting & re-drafting on Google Docs
(Wood, 2020)
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26. Digital feedback principles
• Students evaluating quality
• Students generating feedback
• Students responding to inputs
• Using inputs in ongoing/future work
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27. Thoughts so far …?
Sharing, questions, comments
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28. Summary, implications &
future directions
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29. Designing for uptake
• Opportunities for sharing work-in-progress
• Careful sequencing of work & tasks
• Students generating and using feedback
• Enabling positive student experiences of
feedback processes
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30. Disciplines & feedback
• Enhancing disciplinary feedback modes
• Signature feedback practices: fundamental to
the discipline (Carless et al. 2020)
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31. Discipline-specific feedback literacies
Embedding the development of discipline-
specific feedback literacies within the
curriculum
(Winstone, Balloo & Carless, 2020)
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32. Shared feedback literacy
Learning designs or program designs to
enable the mutual development of teacher &
student feedback literacy
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33. Feedback requests
Learners seeking information about their
own work for the purposes of improvement
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I want feedback
on…

34. Reflective feedback request
1. The strengths are …
2. The aspects for development are …
3. I would like feedback on …
(Winstone & Carless, 2019)
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35. References
Boud, D. & Dawson, P. (2021). What feedback literate teachers do: An empirically-derived competency framework.
Assessment & Evaluation in Higher Education
Boud, D. & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment &
Evaluation in Higher Education, 38(6), 698-712.
Carless, D. (2015). Excellence in University Assessment. London: Routledge.
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., To, J., Kwan, C. & Kwok, J., (2020). Disciplinary perspectives on feedback practices: Towards signature
feedback practices. Teaching in Higher Education. https://doi.org/10.1080/13562517.2020.1863355.
Carless, D. & N. Winstone (2020). Teacher feedback literacy and its interplay with student feedback literacy, Teaching
in Higher Education. doi:10.1080/13562517.2020.1782372
Chong, S. W. (2021). Reconsidering student feedback literacy from an ecological perspective. Assessment &
Evaluation in Higher Education, 46(1), 92-104.
Dawson, P., D. Carless, and P. P. W. Lee. (2021) Authentic feedback: Supporting learners to engage in disciplinary
feedback practices. Assessment and Evaluation in Higher Education, 46(2), 286-296.
Filius, R., R. de Kleijn, S. Uijl, F. Prins, H. van Rijen & D. Grobbee (2019). Audio peer feedback to promote deep
learning in online education. Journal of Computer Assisted Learning.
https://onlinelibrary.wiley.com/doi/full/10.1111/jcal.12363
Gravett, K. (2020). Feedback literacies as sociomaterial practice. Critical Studies in Education. doi:
10.1080/17508487.2020.1747099
Harland, T., Wald, N., & Randhawa, H. (2017). Student peer review: Enhancing formative feedback with a rebuttal.
Assessment & Evaluation in Higher Education, 42(5), 801-811.
Hung, S.-T.A. (2016). Enhancing feedback provision through multimodal video technology. Computers & Education, 98,
90-101.
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36. References (continued)
Maas, C. (2017). Perceptions of Multimodal Learner-Driven Feedback in EAP. Writing and Pedagogy, 9(3), 487-516.
Mahoney, P., S. Macfarlane, and R. Ajjawi. (2019). A Qualitative Synthesis of Video Feedback in Higher
Education.Teaching in Higher Education 24 (2): 157-179. doi:10.1080/13562517.2018.1471457
Matthews, K., Tai, J., Enright, E., Carless, D., Rafferty, C. & Winstone, N. (2021). Transgressing the boundaries of
‘students as partners’ and ‘feedback’ discourse communities to advance democratic education. Teaching in Higher
Education https://doi.org/10.1080/13562517.2021.1903854
Nicol, D. (2020) The power of internal feedback: Exploiting natural comparison processes. Assessment & Evaluation in
Higher Education. https://doi.org/10.1080/02602938.2020.1823314
Pitt, E. & Carless, D. (2021). Signature feedback practices in the creative arts: Integrating feedback within the
curriculum. Assessment & Evaluation in Higher Education, https://doi.org/10.1080/02602938.2021.1980769.
Van Popta, E. et al. (2017). Exploring the value of peer feedback in online learning for the provider. Educational
Research Review, 20, 24-34. https://doi.org/10.1016/j.edurev.2016.10.003
Winstone, N., Balloo, K. & Carless, D. (2020). Discipline-specific feedback literacies: A framework for curriculum
design. Higher Education. https://doi.org/10.1007/s10734-020-00632-0
Winstone, N. and Carless, D. (2019). Designing effective feedback processes in higher education: A learning-focused
approach. London: Routledge.
Winstone, N., & Carless, D. (2021). Who is feedback for? The influence of accountability and quality assurance
agendas on the enactment of feedback processes. Assessment in Education
https://doi.org/10.1080/0969594X.2021.1926221
Wood, J. (2020). A dialogic technology-mediated model of feedback uptake and literacy. Assessment & Evaluation in
Higher Education.
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37. THANK YOU
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38. The University of Hong Kong
DISCOUNT CODE:
FLR40

39. Implementing peer feedback
• Scaffolding & coaching
• Selling benefits of peer feedback
• Multiple reviews e.g. trios
• Leveraging comparisons
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40. Feedback requests
• Learners eliciting comments on areas of
interest
• Expressing preferences on modes of
feedback
• Stating preference for more critical or
more encouraging feedback
(cf. Maas, 2017)
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41. Partnership
Interface between ‘Students as partners’
concepts & relational trust in dialogic
feedback
(Matthews et al., 2021)
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42. Authentic feedback
Processes resembling the feedback
practices of the discipline, profession or
workplace
(Dawson, Carless & Lee, 2021)
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43. Learning theories deployed
Social constructivism (Carless & Boud,
2018; Winstone & Carless, 2019)
Sociocultural theory (Chong, 2020;
Esterhazy, 2018)
Sociomaterialism (Gravett, 2020)
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44. Critiques of feedback literacy
Assumes more agency than students (&
teachers) may possess (Gravett 2020)
Might be construed as a deficit model of
students (or teachers)
What is the definition & scope of ‘literacies’?
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45. The University of Hong Kong