Towards the Development of Student Feedback Literacy: Somewhere for Feedback to Land

The emergence of feedback literacy in recent years has moved our collective thinking towards students taking a more active role in assessment and feedback. This article draws upon three case studies from the social sciences and humanities to highlight how educators create the conditions that foster this. The philosophy of the educators showcased within this article is creating conditions, so feedback has somewhere to land. Underpinning the educators’ approach is the relationship between curriculum design, assessment design and the culture surrounding feedback processes. The article demonstrates how operationalising this pedagogy facilitates student proactive recipience and enactment of feedback.