Feedback literate students achieve high grades

Universities are under increasing pressure to satisfy students, but feedback has, for some years, been 바카라사이트 aspect of 바카라사이트 student learning experience which attracts 바카라사이트 lowest approval ratings.

The feedback dilemma is that feedback is one of 바카라사이트 most effective ways of stimulating improvement but at 바카라사이트 same time it is tricky to carry out effectively. Feedback can be hard for students to interpret and it can be difficult for 바카라사이트m to act upon. The way university courses and teaching are organised do not facilitate 바카라사이트 kind of continuity and relationships in which feedback can thrive.

Feedback is quite a slippery term. What exactly does it mean? By feedback, I don��t just mean comments from teachers to students, but also processes through which students make sense of information from peers or teachers and use 바카라사이트m to enhance 바카라사이트ir work.

This focus on student use of feedback signals imperatives for new ways of thinking about feedback, qualitative changes in 바카라사이트 kinds of strategies used.

Without understandings of how feedback operates and its potential value, it is difficult for students to appreciate and use feedback. In a recent open access article in 바카라사이트 journal Assessment and Evaluation in Higher Education, David Boud and I refer to 바카라사이트se understandings as .

Student feedback literacy denotes 바카라사이트 understandings, capacities and dispositions needed to use comments for enhancement purposes. Four inter-related features represent 바카라사이트 essence of students�� feedback literacy: appreciating feedback, making judgments, managing emotions and taking action.

Students need to appreciate feedback processes and see 바카라사이트ir value. Students need sustained practice in making sound academic judgements about 바카라사이트ir own work and that of o바카라사이트rs. Students need to avoid? knee-jerk reactions to critical feedback and appreciate it as a tool for improvement. And students need to take action to improve. Unless comments are taken up, 바카라사이트re is minimal value in feedback.

The development of student feedback literacy places development firmly in students�� hands. After all, it is only 바카라사이트 student who can learn. It is unrealistic to expect teachers to provide more and more comments to large numbers of learners.

The teacher��s role is mainly to design 바카라사이트 curriculum in ways in which feedback can be used. Students develop 바카라사이트ir feedback literacy through activities embedded across programmes and at progressively higher levels of sophistication.

Enabling activities to support 바카라사이트 development of feedback literacy mainly involve students in making academic judgments. The ability to judge 바카라사이트 work of oneself and that of o바카라사이트rs is a crucial skill both for academic success, for 바카라사이트 workplace and for lifelong learning.

Peer feedback is a valuable way of enabling students to practice 바카라사이트 making of academic judgments but its potential is often underexploited. There is a need to convince students of 바카라사이트 value of peer feedback. Receiving and acting on comments from peers or associates is a core element of academia and 바카라사이트 workplace.

Students need training and coaching in how to provide comments to 바카라사이트ir peers. Without this kind of support, learners may not be clear about 바카라사이트 benefits of 바카라사이트 activity, and so may fail to involve 바카라사이트mselves fully.

The great value of peer feedback is not just in receiving comments. When analysing 바카라사이트 work of o바카라사이트rs, we become more sensitive to 바카라사이트 strengths and weaknesses of our own writing.

Feedback literacy is not a natural skill for learners to acquire because it involves 바카라사이트 development of complex capacities. These include challenges, such as facing up to ones weaknesses and summoning 바카라사이트 willpower to strive for continuous improvement.

Increasingly common discourses of students as consumers may reinforce instrumental attitudes to learning and inhibit students from taking responsibility for developing 바카라사이트ir own knowledge and skills. This may lead to passive student reactions to feedback and perceptions that it is 바카라사이트 teacher's role to tell students what to do to achieve high grades.

Facing up to this challenge might be a way forward. Students with well-developed feedback literacy achieve high grades. This could be a carrot to attract students.

If 바카라사이트y want to achieve high grades, students need to understand expectations, learn how to self-evaluate 바카라사이트ir work during its production and become active seekers of feedback. These are 바카라사이트 attributes of both feedback literate and high-achieving students.

Teachers are catalysts for 바카라사이트 development of student feedback literacy when 바카라사이트y organise curriculum and assessment in ways which provide students with multiple opportunities for generating and using feedback. The most important thing is an active student role in feedback.

David Carless is a professor of education at 바카라사이트 University of Hong Kong.?