The implementation of effective feedback processes has been recognized as a major challenge over the last ten years or so and there are a range of useful recommendations for enhancing feedback practice (e.g. Boud & Molloy, 2013; Nicol, 2010). One of the key barriers for the improvement of feedback processes is variable levels of feedback literacy amongst staff and students. Feedback literacy is, however, relatively under-explored with the philosophical contribution by Sutton (2012) being one of the few sustained discussions. The aim of this paper is to work towards defining and conceptualizing feedback literacy, and suggest some ways in which it might be developed further by staff and students. Xu and Carless (2016) suggest that teacher feedback literacy involves awareness and skills of: the role of feedback in developing student self-regulation; strategies for supporting student cognitive development through feedback; and attentiveness to relational and affective aspects. Teacher feedback literacy can sow the seeds for the development of student feedback literacy. Price et al. (2012) suggest that students who are assessment literate are familiar with assessment and feedback concepts and purposes; interpret assessment expectations in a similar way to their tutors; and can evaluate their own work and that of peers. Feedback literacy demands learners acquire the academic language necessary for understanding complex ideas; and requires learners to act on feedback (Sutton, 2012). Learning activities which carry potential to develop student feedback literacy include: discussion of purposes and processes of feedback; opportunities to generate and engage with feedback; and analyzing exemplars as a means to understand criteria and standards. Without the co-ordinated development of staff and student feedback literacy, it is difficult to resolve the feedback dilemma. References: Boud, D. & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment and Evaluation in Higher Education, 38(6), 698-712. Nicol, D. (2010). From monologue to dialogue: Improving written feedback processes in mass higher education. Assessment and Evaluation in Higher Education, 35(5), 501-517. Price, M., Rust, C., O'Donovan, B. & Handley, K. (2012). Assessment Literacy: The Foundation for Improving Student Learning. Oxford: Oxford Centre for Staff and Learning Development. Sutton, P. (2012). Conceptualizing feedback literacy: Knowing, being and acting. Innovations in Education and Teaching International, 49(1), 31-40. Y. Xu & D. Carless (2016). ‘Only true friends could be cruelly honest': cognitive scaffolding and social-affective support in teacher feedback literacy. Assessment and Evaluation in Higher Education

Parallel Session 6: abstract no. 6.1