Paul Sutton first defined 'feedback literacy' as "the ability to read, interpret and use written feedback." Carless and Doud define it more broadly as "the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies." The contribution of the present paper is to propose that there are discipline-specific feedback literacies, and not just one generic feedback literacy. It does this by exploring whether and how feedback literacy is recognized as a graduate outcome in graduate outcome in National Qualifications Frameworks (NQF) or Subject Benchmark Statements (SBS). The authors found "minimal evidence (with the exception of 'making judgements') of the identification of feedback literacy" within these statements, but undaunted, assert that this "indicates that critical discussion is needed over the importance of these skills for interpersonal and professional functioning." Image: Carless.
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