Feedback is not simply something given; it is something actively made sense of and used by learners.
— Carless & Boud (2018)
Understanding Feedback Literacy Through Real Examples
Short animations that bring feedback moments to life- watch, reflect, and build your confidence in navigating academic feedback.
How Do You React to Feedback
July 1, 2025
This video showcases a range of student reactions to academic feedback, aimed to be relatable. It then introduces feedback-literate responses, offering brief strategies for engaging constructively in each scenario.
Feedback from Teachers: Seeking Clarification
July 1, 2025
This resource helps students ask for clearer feedback. It offers simple language prompts and includes a realistic example. As a result, students can see how asking for clarification improves academic work. In addition, the example also shows how staying silent can hold them back.
Understanding Feedback Literacy
Please see below for references to highly cited papers in the field of feedback literacy.
References
Boud, D., & Molloy, E. (2013). Rethinking Models of Feedback for learning: the Challenge of Design. Assessment & Evaluation in Higher Education, 38(6), 698–712. https://doi.org/10.1080/02602938.2012.691462
Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219–233. https://doi.org/10.1080/03075070600572132
Carless, D., Salter, D., Yang, M., & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395–407. https://doi.org/10.1080/03075071003642449
Carless, D., & Winstone, N. (2020). Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education, 28(1), 150–163. https://doi.org/10.1080/13562517.2020.1782372
Chong, S. W. (2020). Reconsidering student feedback literacy from an ecological perspective. Assessment & Evaluation in Higher Education, 46(1), 1–13. https://doi.org/10.1080/02602938.2020.1730765
Evans, C. (2013). Making Sense of Assessment Feedback in Higher Education. Review of Educational Research, 83(1), 70–120. https://doi.org/10.3102/0034654312474350
Gravett, K. (2022). Feedback literacies as sociomaterial practice. Critical Studies in Education, 63(2), 261–274. https://doi.org/10.1080/17508487.2020.1747099
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Molloy, E., Boud, D., & Henderson, M. (2020). Developing a learning-centred Framework for Feedback Literacy. Assessment & Evaluation in Higher Education, 45(4), 1–14. https://doi.org/10.1080/02602938.2019.1667955
Price, M., Handley, K., & Millar, J. (2011). Feedback: focusing attention on engagement. Studies in Higher Education, 36(8), 879–896. https://doi.org/10.1080/03075079.2010.483513
Sadler, D. R. (2010). Beyond feedback: developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35(5), 535–550. https://doi.org/10.1080/02602930903541015
Sutton, P. (2012). Conceptualizing feedback literacy: knowing, being, and acting. Innovations in Education and Teaching International, 49(1), 31–40. https://doi.org/10.1080/14703297.2012.647781