ABSTRACT

Feedback remains a fundamental and challenging aspect of higher education policy and practice. Increasingly research has sought to understand how to more effectively develop students’ feedback literacy in order to improve individuals’ engagement with assessment feedback. To date, work within this area has been underpinned by cognitive and affective conceptions of feedback literacy, and feedback is commonly conceptualised as a binary, dialogic, relationship between feedback giver and recipient, within a humanist perspective. Drawing upon a rich literature that foregrounds the value of social, materialist, and posthuman perspectives in order to look again at educational contexts and practices, this article explores a wider re-conceptualisation of feedback literacy and of learning and teaching interactions. Moving forward from both a transmission-focused depiction of feedback, and a student as proactive recipient conception, I suggest that students’ engagement with feedback is a sociomaterial practice, and that students’ agency is complicated by factors that exist beyond a human to human interaction. As such, this article offers a new and alternative viewpoint that deviates from mainstream discussions of feedback literacy, and ends with a consideration of what a sociomaterial perspective can offer researchers and practitioners in order to progress work within this key area.

摘要

反馈仍然是高等教育政策和实践的一个基本且具有挑战性的方面。越来越多的研究试图了解如何更有效地培养学生的反馈素养，以提高个人对评估反馈的参与度。迄今为止，该领域的工作一直以反馈素养的认知和情感概念为基础，并且在人文主义的角度下，反馈通常被概念化为反馈提供者和接受者之间的二元对话关系。本文借鉴了突出社会、唯物主义和后人类观点价值的丰富文献，以重新审视教育背景和实践，探讨了对反馈素养和学与教互动的更广泛的重新概念化。从以传播为中心的反馈描述和学生作为主动接受者的概念向前发展，我建议学生对反馈的参与是一种社会物质实践，学生的能动性因人与人之间的互动之外存在的因素而变得复杂. 因此，本文提供了一个新的和替代的观点，它偏离了反馈素养的主流讨论，并以考虑社会物质观点可以为研究人员和从业者提供什么以在这一关键领域内推进工作而结束。