Journal Club Article: Dawson, P., Carless, D., & Lee, P. P. W. (2020). Authentic feedback: supporting learners to engage in disciplinary feedback practices. Assessment & Evaluation in Higher Education, 1-11.
Aim: How can learners be supported to engage productively in the kinds of feedback practices they may encounter after they graduate?
From the learners perspective there is the need for the development of feedback literacy. The next journal club article will focus on this very topic where feedback becomes active and meaningful rather than just a delivered task.
Feedback literacy has arisen out of a broader movement in the literature to reconceptualise feedback from something teachers provide to something that learners do.
Dawson, Carless & Lee’s authentic feedback framework is proposed with five dimensions:
- Cognitive challenge,
- Affective challenge,
- Evaluative judgement and
- Enactment of feedback.
Result: The framework enables the identification of both highly authentic aspects of feedback, and aspects that could be made more authentic. The framework informs the design of feedback practices that carry the potential to bridge university and workplace environments.
Student informants noted how the interrogative form of interaction triggered their own reflections and stimulated higher-order thinking in that they were adapting previous textbook knowledge to real-life situations.
Real word application for adult learners is they should be self directed and motivated for the learning process and in healthcare this will require critical reflection on experiential events they encounter.
Consider following the lead author Prof. Phillip Dawson – sharing lots of great educational thoughts, resources and especially the ones on academic cheating.