{"id":983,"date":"2018-10-05T12:45:47","date_gmt":"2018-10-05T12:45:47","guid":{"rendered":"https:\/\/blogs.kcl.ac.uk\/aflkings\/?page_id=983"},"modified":"2019-08-05T12:33:21","modified_gmt":"2019-08-05T12:33:21","slug":"helping-students-engage-with-feedback","status":"publish","type":"page","link":"https:\/\/blogs.kcl.ac.uk\/aflkings\/students-directing-their-own-learning\/helping-students-engage-with-feedback\/","title":{"rendered":"Helping students engage with feedback"},"content":{"rendered":"

What is it?<\/strong><\/h2>\n

Sutton (2012) defines feedback literacy as the ability to both understand<\/strong> and apply <\/strong>feedback from teachers and peers into their own work. Research has shown that even when exemplary feedback practices are used by teachers, if students do not know how to apply feedback, it will have little effect (Withey, 2013; <\/a>\u00a0Winstone et al, 2017)<\/a>.<\/p>\n

Helping students to understand the purpose of feedback is part of a culture of assessment for learning. It can shift the focus away from a grading culture, where grades are received, feedback not looked at and students move on to the next assignment. It is therefore fundamental in helping students direct their own learning and increase empowerment<\/strong> around assessment (Winstone et al, 2017)<\/a>.<\/p>\n

In addition, the skills required to engage with feedback will be useful for life-long learning<\/strong> and is part of an inclusive curriculum.<\/p>\n

 <\/p>\n

Why would I use it?<\/strong><\/h2>\n