Search

Recent feedback literature emphasises the active role of learners in feedback processes and a programmatic approach to feedback design. This conceptual paper argues for the importance of ipsative processes, i.e. processes focusing on learners' progress as a mechanism in meeting these two requirements. It suggests that the iterative nature of ipsative processes can encourage effective, learner-centred feedback and its implementation across multiple tasks can promote the uptake of feedback in subsequent work. Using self-determination theory, the paper discusses how ipsative feedback processes create conditions which can foster students' perceptions of autonomy, competence and relatedness, thus fostering student motivation to engage with feedback. The implementation of ipsative processes is illustrated with references to two pedagogic practices. The paper identifies the need for further empirical research investigating academic and noncognitive benefits of ipsative processes in feedback for students as well as autoethnographic work examining the implications of implementing ipsative processes for teachers.

Recent feedback literature suggests that the development of student feedback literacy has potential to address problems in current feedback practice. Students' feedback literacy involves developing the capacity to make the most of feedback opportunities by active involvement in feedback processes. How the development of student feedback literacy can be embedded within the undergraduate curriculum has not yet been discussed in any depth. This conceptual paper fills that gap by elaborating three key mechanisms for embedding feedback literacy within the curriculum: eliciting, processing and enacting. These are illustrated through enhanced variations of four existing practices: feedback requests, self-assessment, peer review, and curated e-portfolios. The discussion summarizes the key implications for practice and identifies the need for further empirical work investigating how students elicit, process and enact feedback in situ, and longitudinal research exploring the impact of curriculum design on the development of student feedback literacy.

Recent feedback literature emphasises the active role of learners in feedback processes and a programmatic approach to feedback design. This conceptual paper argues for the importance of ipsative processes, i.e. processes focusing on learners' progress as a mechanism in meeting these two requirements. It suggests that the iterative nature of ipsative processes can encourage effective, learner-centred feedback and its implementation across multiple tasks can promote the uptake of feedback in subsequent work. Using self-determination theory, the paper discusses how ipsative feedback processes create conditions which can foster students' perceptions of autonomy, competence and relatedness, thus fostering student motivation to engage with feedback. The implementation of ipsative processes is illustrated with references to two pedagogic practices. The paper identifies the need for further empirical research investigating academic and noncognitive benefits of ipsative processes in feedback for students as well as autoethnographic work examining the implications of implementing ipsative processes for teachers. [ABSTRACT FROM AUTHOR]

Recent feedback literature suggests that the development of student feedback literacy has potential to address problems in current feedback practice. Students' feedback literacy involves developing the capacity to make the most of feedback opportunities by active involvement in feedback processes. How the development of student feedback literacy can be embedded within the undergraduate curriculum has not yet been discussed in any depth. This conceptual paper fills that gap by elaborating three key mechanisms for embedding feedback literacy within the curriculum: eliciting, processing and enacting. These are illustrated through enhanced variations of four existing practices: feedback requests, self-assessment, peer review, and curated e-portfolios. The discussion summarizes the key implications for practice and identifies the need for further empirical work investigating how students elicit, process and enact feedback in situ, and longitudinal research exploring the impact of curriculum design on the development of student feedback literacy. [ABSTRACT FROM AUTHOR]