Abstract
| Students’ capacities for using feedback form part of their feedback literacy, which can be viewed as a core graduate attribute. Since National Qualifications Frameworks (NQFs) and subject-level benchmark statements (SBSs) provide guidance about graduate or threshold outcomes, we coded a sample of these frameworks for evidence of concepts pertaining to feedback literacy. Of the four key features of feedback literacy identified by Carless and Boud (2018), only ‘Managing Affect’ and ‘Making Judgements’ were identified in the NQFs, whereas ‘Appreciating Feedback’ and ‘Taking Action’ were not present. All features were present in the SBSs, with ‘Making Judgements’ coded most frequently and ‘Appreciating Feedback’ least frequently. Indicators of feedback literacy were identified in ‘applied’ disciplines more than ‘pure’ disciplines. We highlight the need for integrating more aspects of feedback literacy into ‘pure’ disciplinary curricula, as well as finding ways for encouraging students to appreciate feedback in all its forms whilst taking action. |