Abstract
The main focus of this chapter is to analyse implications for short-term and long-term impacts of feedback by drawing on a qualitative longitudinal inquiry into four learners’ experiences of feedback during a five-year undergraduate programme. The student experience of feedback is conceptualized by a 3P model comprising presage, process and product factors. Learner feedback literacy is a key element spanning these three interactive cycles of the learner experience. Key findings from the study are learners’ wishes for stronger partnerships between teachers and learners in feedback processes, and evidence of challenges and possibilities for learner uptake of feedback. The main implications discuss ways of developing practical forms of feedback dialogue and future longitudinal research possibilities.
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Carless, D. (2019). Learners’ Feedback Literacy and the Longer Term: Developing Capacity for Impact. In: Henderson, M., Ajjawi, R., Boud, D., Molloy, E. (eds) The Impact of Feedback in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-25112-3_4
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DOI: https://doi.org/10.1007/978-3-030-25112-3_4
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