Feedback literacies as sociomaterial practice
Abstract
Feedback remains a fundamental and challenging aspect of higher education policy and practice. Increasingly research has sought to understand how to more effectively develop students’ feedback literacy in order to improve individuals’ engagement with assessment feedback. To date, work within this area has been underpinned by cognitive and affective conceptions of feedback literacy, and feedback is commonly conceptualised as a binary, dialogic,...
Paper Details
Title
Feedback literacies as sociomaterial practice
Published Date
Apr 2, 2020
Volume
63
Issue
2
Pages
261 - 274
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