Student feedback literacy—Is it meaningless academic jargon or destined to become a trendy handle? Neither is my hope for this moniker. While the term was originally defined as a student’s ability to read, interpret, and use written feedback, Carless and Boud (2018) enhance its definition by adding that it’s “the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies” (p. 1316). In this excellent article, they propose four features that provide the framework for student feedback literacy: appreciating feedback, making judgments, managing affect, and taking action.
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