Editorial, Vol 23.3 Voicing self-appraisal as a component of learner feedback literacy: Is it realistic when the chips are down?

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Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/ 02602938.2018.1463354

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Hanna, A. (2021). Silence at school: Uses and experiences of silence in pedagogy at a secondary school.

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Lewis, A. (2010). Silence in the context of “child voice”. Children & Society, 24(1), 14–23. https://doi. org/10.1111/j.1099-0860.2008.00200.x

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Molloy, E., Boud, D., & Henderson, M. (2020). Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education, 45(4), 527–540. https://doi.org/10.1080/026 02938.2019.1667955

Nicol, D. (2021). The power of internal feedback: Exploiting natural comparison processes. Assessment & Evaluation in Higher Education, 46(5), 756–778. https://doi.org/10.1080/02602938.2020.1823 314

Noble, C., Sly, C., Collier, L., Armit, L., Hilder, J., & Molloy, E. (2019). Enhancing feedback literacy in the workplace: A learner-centred approach. In S. Billett, J. M. Newton, G. Rogers, & C. Noble (Eds.), Augmenting health and social care students’ clinical learning experiences: Outcomes and processes (pp. 283–306). Springer.

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Zhan, Y. (2021). Developing and validating a student feedback literacy scale. Assessment & Evaluation in Higher Education. Advance online publication. https://doi.org/10.1080/02602938.2021.2001430