Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/152354
Title: Developing student feedback literacy through self and peer assessment interventions
Authors: Hoo, Hui-Teng
Deneen, Christopher
Boud, David
Keywords: Business::General::Education
Issue Date: 2021
Source: Hoo, H., Deneen, C. & Boud, D. (2021). Developing student feedback literacy through self and peer assessment interventions. Assessment & Evaluation in Higher Education. https://dx.doi.org/10.1080/02602938.2021.1925871
Journal: Assessment & Evaluation in Higher Education
Abstract: Recent growth in research on feedback has focussed on the importance of developing student feedback literacy. That is, the capabilities students need to make good use of feedback processes. To date there have been few investigations of how ideas about student feedback literacy can be translated into course design. This paper therefore examines student feedback capabilities in the context of an undergraduate course intervention based on an empirically based feedback literacy framework. 237 student journals written in response to self and peer feedback information were coded for student feedback literacy features and the effectiveness of pedagogical approaches for building the needed capabilities. Findings highlight the presence, extent and trajectories of feedback capabilities over time within the course. Based on these, pedagogical approaches which incorporate feedback affordances are identified.
URI: https://hdl.handle.net/10356/152354
ISSN: 0260-2938
DOI: 10.1080/02602938.2021.1925871
Rights: © 2021 Informa UK Limited, trading as Taylor & Francis Group. All rights reserved.
Fulltext Permission: none
Fulltext Availability: No Fulltext
Appears in Collections:NBS Journal Articles

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