Editorial, Vol 23.3 Voicing self-appraisal as a component of learner feedback literacy: Is it realistic when the chips are down?
DOI:
https://doi.org/10.11157/fohpe.v23i3.686References
Bearman, M., Castanelli, D., & Denniston, C. (2018). Identifying and working with underperformance. In C. Delaney & E. Molloy (Eds.), Learning and teaching in clinical contexts: A practical guide (pp. 236–250). Elsevier Australia.
Boud, D., & Dawson, P. (2021). What feedback literate teachers do: An empirically-derived competency framework. Assessment & Evaluation in Higher Education. Advance online publication. https://doi. org/10.1080/02602938.2021.1910928
Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698–712. https://doi.org/10.1080/02602938. 2012.691462
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
Castanelli, D. J., Weller, J. M., Molloy, E., & Bearman, M. (2022). Trust, power and learning in workplace-based assessment: The trainee perspective. Medical Education, 56(3), 280–291. https:// doi.org/10.1111/medu.14631
Cook-Sather, A. (2006). Sound, presence, and power: “Student voice” in educational research and reform. Curriculum Inquiry, 36(4), 359–390. https://doi.org/10.1111/j.1467-873X.2006.00363.x
Hanna, A. (2021). Silence at school: Uses and experiences of silence in pedagogy at a secondary school.
British Educational Research Journal, 47(5), 1158–1176. https://doi.org/10.1002/berj.3719
Hu, W. C. Y., Woodward-Kron, R., & Flynn, E. (2019). Educator as diagnostician, judge and confidant: A positioning analysis of medical student support encounters. Advances in Health Sciences Education, 24(4), 707–724. https://doi.org/10.1007/s10459-019-09892-7
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
Molloy, E., & Bearman, M. (2019). Embracing the tension between vulnerability and credibility: “Intellectual candour” in health professions education. Medical Education, 53(1), 32–41. https:// doi.org/10.1111/medu.13649
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.
Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017). Supporting learners’ agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52(1), 17–37. https://doi.org/10.1080/00461520.2016.1207538
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
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Focus on Health Professional Education: A Multi-Professional Journal

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
On acceptance for publication in FoHPE the copyright of the manuscript is signed over to ANZAHPE, the publisher of FoHPE.
Any reproduction of material published in FoHPE must have the express permission of the publisher.
Articles published in Focus on Health Professional Education (FoHPE) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0).