Journal article
The development of academics' feedback literacy: experiences of learning from critical feedback via scholarly peer review
Assessment and evaluation in higher education, Vol.45(5), pp.651-665
03/07/2020
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Source: InCites
Abstract
The emerging literature related to feedback literacy has hitherto focused primarily on students' engagement with feedback, and yet an analysis of academics' feedback literacy is also of interest to those seeking to understand effective strategies to engage with feedback. Data from concept map-mediated interviews and reflections, with a team of six colleagues, surface academics' responses to receiving critical feedback via scholarly peer review. Our findings reveal that feedback can be visceral and affecting, but that academics employ a number of strategies to engage with this process. This process can lead to actions that are both instrumental, enabling academics to more effectively 'play the game' of publication, as well as to learning that is more positively and holistically developmental. This study thus aims to open up a dialogue with colleagues internationally about the role of feedback literacy, for both academics and students. By openly sharing our own experiences we seek to normalise the difficulties academics routinely experience whilst engaging with critical feedback, to share the learning and strategies which can result from peer review feedback, and to explore how academics may occupy a comparable role to students who also receive evaluation of their work.
Details
- Title
- The development of academics' feedback literacy: experiences of learning from critical feedback via scholarly peer review
- Creators
- Karen Gravett - University of SurreyIan M. Kinchin - University of SurreyNaomi E. Winstone - University of SurreyKieran Balloo - University of SurreyMarion Heron - University of SurreyAnesa Hosein - University of SurreySimon Lygo-Baker - University of SurreyEmma Medland - University of Surrey
- Publication Details
- Assessment and evaluation in higher education, Vol.45(5), pp.651-665
- Publisher
- Routledge
- Number of pages
- 15
- Identifiers
- 991013273810102368
- Copyright
- © 2019 Informa UK Limited, trading as Taylor & Francis Group
- Academic Unit
- SCU College
- Language
- English
- Resource Type
- Journal article
- Local Fields
- Original Research - SoLT