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Assessment & Evaluation in Higher Education Volume 45, 2020 - Issue 5
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Articles

The development of academics’ feedback literacy: experiences of learning from critical feedback via scholarly peer review

Karen GravettDepartment of Higher Education, University of Surrey, Surrey, UKCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0003-3767-5098
ORCID Icon,
Ian M. KinchinDepartment of Higher Education, University of Surrey, Surrey, UKORCID Iconhttp://orcid.org/0000-0001-5425-4688
ORCID Icon,
Naomi E. WinstoneDepartment of Higher Education, University of Surrey, Surrey, UKORCID Iconhttp://orcid.org/0000-0001-8157-8274
ORCID Icon,
Kieran BallooDepartment of Higher Education, University of Surrey, Surrey, UKORCID Iconhttp://orcid.org/0000-0002-1745-4653
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Marion HeronDepartment of Higher Education, University of Surrey, Surrey, UKORCID Iconhttp://orcid.org/0000-0002-6129-1265
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Anesa HoseinDepartment of Higher Education, University of Surrey, Surrey, UKORCID Iconhttp://orcid.org/0000-0002-7325-5640
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Simon Lygo-BakerDepartment of Higher Education, University of Surrey, Surrey, UKORCID Iconhttp://orcid.org/0000-0002-7842-9718
ORCID Icon &
Emma MedlandDepartment of Higher Education, University of Surrey, Surrey, UKORCID Iconhttp://orcid.org/0000-0003-0479-4138
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Pages 651-665 | Published online: 10 Nov 2019

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Read on this site (11)

Kay Hammond & Julie Trafford. (2024) Dancing in a red dress: Empowering metaphors of academics’ experiences of the manuscript peer review process. Higher Education Research & Development 43:3, pages 688-704.
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Sin Wang Chong & Tingjun Lin. (2024) Feedback practices in journal peer-review: a systematic literature review. Assessment & Evaluation in Higher Education 49:1, pages 1-12.
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Kelly E. Matthews, Joanna Tai, Eimear Enright, David Carless, Caelan Rafferty & Naomi Winstone. (2023) Transgressing the boundaries of ‘students as partners’ and ‘feedback’ discourse communities to advance democratic education. Teaching in Higher Education 28:7, pages 1503-1517.
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Kieran Balloo, Fabiane Ramos, Russell Crank, Daniel Crane, Susan Hopkins, Mary McGovern, Frey Parkes, Julie Penno, Niharika Singh, Nicholas Todd, Victoria Wilson, Angela Windsor & Sue Worsley. (2023) Exploring the identities of pathways educators through the lens of Third Space Theory. Pedagogy, Culture & Society 0:0, pages 1-23.
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Renske A. M. de Kleijn. (2023) Supporting student and teacher feedback literacy: an instructional model for student feedback processes. Assessment & Evaluation in Higher Education 48:2, pages 186-200.
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Joanna Tai, Margaret Bearman, Karen Gravett & Elizabeth Molloy. (2023) Exploring the notion of teacher feedback literacies through the theory of practice architectures. Assessment & Evaluation in Higher Education 48:2, pages 201-213.
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David Carless & Naomi Winstone. (2023) Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education 28:1, pages 150-163.
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Shulin Yu & Lianjiang Jiang. (2022) Doctoral students’ engagement with journal reviewers’ feedback on academic writing. Studies in Continuing Education 44:1, pages 87-104.
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Marion Heron, Karen Gravett & Nadya Yakovchuk. (2021) Publishing and flourishing: writing for desire in higher education. Higher Education Research & Development 40:3, pages 538-551.
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Jiming Zhou, Phillip Dawson, Joanna Hong-Meng Tai & Margaret Bearman. (2021) How conceptualising respect can inform feedback pedagogies. Assessment & Evaluation in Higher Education 46:1, pages 68-79.
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Laura Ketonen, Pasi Nieminen & Markus Hähkiöniemi. (2020) The development of secondary students’ feedback literacy: Peer assessment as an intervention. The Journal of Educational Research 113:6, pages 407-417.
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Articles from other publishers (9)

Hao Chen, Shang Zhang, Jie Xu, Rui Du & Sanyi Tang. (2023) Effect of the Teacher-student Relationships on Feedback Literacy of High School Students in Tibetan areas of China: Mediating Effect of Emotional Intelligence and Moderating Effect of Ethnicity Category. The Asia-Pacific Education Researcher 33:2, pages 419-429.
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Asmaâ Sadki, Séverine Mateu‐Ramis, Gaëtane Leloup & Mariane Frenay. (2024) The quality of first‐year dental students' cognitive structures and the factors that influence it. European Journal of Dental Education.
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Marion Heron, Doris Dippold, Karen Gravett, Adeeba Ahmad, Samaher Aljabri, Razan Abuorabi Al-Adwan, Priyanki Ghosh, Raniah Kabooha, Mohammad Makram, Dina Mousawa, Ayesha Mudhaffer, Beyza Ucar Longford, Lingyu Wang, Junyi Zhou & Fengmei Zhu. (2024) Building a community of practice through a doctoral research group. Studies in Graduate and Postdoctoral Education.
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James D. Sigler. (2023) Receiving student feedback: professor shared experiences. SN Social Sciences 3:8.
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Peng Wu & Chunlin Lei. (2023) Developing feedback literacy through dialogue-supported performances of multi-draft writing in a postgraduate class. Assessing Writing 57, pages 100759.
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Rola Ajjawi, Joanna Tai & Phillip Dawson. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 41 49 .
Sin Wang Chong & Shannon Mason. (2021) Demystifying the process of scholarly peer-review: an autoethnographic investigation of feedback literacy of two award-winning peer reviewers. Humanities and Social Sciences Communications 8:1.
Crossref
Sin Wang Chong. (2021) Improving peer‐review by developing reviewers' feedback literacy. Learned Publishing 34:3, pages 461-467.
Crossref
Karen Gravett. 2021. Academic Literacy Development. Academic Literacy Development 265 284 .

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