Research impacts and trends in feedback literacy: a bibliometric analysis.
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| Title: | Research impacts and trends in feedback literacy: a bibliometric analysis. |
|---|---|
| Authors: | Liang, Xiaoting1 (AUTHOR), Soh, Siak Bie1 (AUTHOR) sohsb@um.edu.my, Hamzah, Nurul Huda1 (AUTHOR), Wang, Ping2 (AUTHOR) |
| Source: | Assessment & Evaluation in Higher Education. May2025, Vol. 50 Issue 3, p458-471. 14p. |
| Subject Terms: | *Bibliometrics, *Peer review of students, *Bibliographical citations, *Higher education, *Assessment of education |
| Abstract: | Given its prominence in maximising feedback processes, feedback literacy has received large scholarly attention over the past decade. This article aims to use a bibliometric approach to provide an overview of the evolution of feedback literacy from 2012 to May 1, 2024. Based on 240 documents retrieved from Scopus, a performance analysis and science mapping were conducted to explore research trends and impacts in feedback literacy. The performance analysis identifying volume, key authors, principal journals, and leading institutions reveals the research impacts in the feedback literacy landscape. The science mapping adopted the bibliometric software, VOSviewer, to analyse keyword co-occurrences and co-citations and visualised research trends in feedback literacy. Findings reveal two key authors, David Carless and David Boud, a top principal journal, Assessment and Evaluation in Higher Education, and two leading institutions, the University of Hong Kong and Deakin University leading the feedback literacy field. It also reveals important themes in feedback literacy research: student and teacher feedback literacy, peer feedback and assessment, ecological perspectives, development and validation of feedback literacy scales, and L2 writing. This paper sheds light on the current state of feedback literacy research and provides insights and trajectories for different stakeholders in the education sector. [ABSTRACT FROM AUTHOR] |
| Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 184922434 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Research impacts and trends in feedback literacy: a bibliometric analysis. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Liang%2C+Xiaoting%22">Liang, Xiaoting</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Soh%2C+Siak+Bie%22">Soh, Siak Bie</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> sohsb@um.edu.my</i><br /><searchLink fieldCode="AR" term="%22Hamzah%2C+Nurul+Huda%22">Hamzah, Nurul Huda</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wang%2C+Ping%22">Wang, Ping</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Assessment+%26+Evaluation+in+Higher+Education%22">Assessment & Evaluation in Higher Education</searchLink>. May2025, Vol. 50 Issue 3, p458-471. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Bibliometrics%22">Bibliometrics</searchLink><br />*<searchLink fieldCode="DE" term="%22Peer+review+of+students%22">Peer review of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Bibliographical+citations%22">Bibliographical citations</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Assessment+of+education%22">Assessment of education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Given its prominence in maximising feedback processes, feedback literacy has received large scholarly attention over the past decade. This article aims to use a bibliometric approach to provide an overview of the evolution of feedback literacy from 2012 to May 1, 2024. Based on 240 documents retrieved from Scopus, a performance analysis and science mapping were conducted to explore research trends and impacts in feedback literacy. The performance analysis identifying volume, key authors, principal journals, and leading institutions reveals the research impacts in the feedback literacy landscape. The science mapping adopted the bibliometric software, VOSviewer, to analyse keyword co-occurrences and co-citations and visualised research trends in feedback literacy. Findings reveal two key authors, David Carless and David Boud, a top principal journal, Assessment and Evaluation in Higher Education, and two leading institutions, the University of Hong Kong and Deakin University leading the feedback literacy field. It also reveals important themes in feedback literacy research: student and teacher feedback literacy, peer feedback and assessment, ecological perspectives, development and validation of feedback literacy scales, and L2 writing. This paper sheds light on the current state of feedback literacy research and provides insights and trajectories for different stakeholders in the education sector. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=184922434 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02602938.2024.2407945 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 458 Subjects: – SubjectFull: Bibliometrics Type: general – SubjectFull: Peer review of students Type: general – SubjectFull: Bibliographical citations Type: general – SubjectFull: Higher education Type: general – SubjectFull: Assessment of education Type: general Titles: – TitleFull: Research impacts and trends in feedback literacy: a bibliometric analysis. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Liang, Xiaoting – PersonEntity: Name: NameFull: Soh, Siak Bie – PersonEntity: Name: NameFull: Hamzah, Nurul Huda – PersonEntity: Name: NameFull: Wang, Ping IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 02602938 Numbering: – Type: volume Value: 50 – Type: issue Value: 3 Titles: – TitleFull: Assessment & Evaluation in Higher Education Type: main |
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