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 |
|---|---|
| Language: | English |
| Authors: | Xiaoting Liang (ORCID |
| Source: | Assessment & Evaluation in Higher Education. 2025 50(3):458-471. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Descriptors: | Feedback (Response), Multiple Literacies, Educational Research, Research Utilization, Student Evaluation, Periodicals, Authors |
| DOI: | 10.1080/02602938.2024.2407945 |
| ISSN: | 0260-2938 1469-297X |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484973 |
| Database: | ERIC |
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| 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. |
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| ISSN: | 0260-2938 1469-297X |
| DOI: | 10.1080/02602938.2024.2407945 |
