Workshop Facilitators: Dr Christy Noble, Dr Matthew Sibbald and Prof Elizabeth Molloy

It is increasingly being recognised that enhanced feedback processes – related to assessments – are enabled when the feedback literacy of both learners and educators are purposefully developed (Molloy et al., 2020). This realisation has generated a flurry of activity to design and implement pedagogical resources that aim to develop feedback literacy (e.g. workshops and learning modules) (Noble et al., 2020). With increasing activity in this space, there is a risk that we duplicate efforts e.g., individual universities develop resources to enhance feedback related to common assessment tasks. Also, with resources contracting, we have an opportunity to take collective action (i.e. “action taken by a group in pursuit of members’ perceived shared interests” (Oxford Reference)) to optimise the benefits of improved feedback literacy and creativity through working collaboratively. This interactive workshop will be informed by the principle of collective action (Oxford Reference). In the first part of the workshop, we will describe the literature and evidence for different approaches to developing feedback literacy and reflect on our experiences from three universities. We will also facilitate a structured discussion to illuminate participants’ experiences on developing feedback literacy in different assessment contexts e.g. classroom, simulation settings and clinical settings. In the second part of the workshop, participants will engage in interactive activities designed to nurture sharing of ideas to extend the mission. A key goal will be to develop a framework for co-generating or sharing (and contextualising) practical resources to develop feedback literacy for assessment.