Developing Student Feedback Literacy through Self and Peer Assessment Interventions

Autor/inn/en	Hoo, Hui-Teng; Deneen, Christopher; Boud, David
Titel	Developing Student Feedback Literacy through Self and Peer Assessment Interventions
Quelle	In: Assessment & Evaluation in Higher Education, 47 (2022) 3, S.444-457 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hoo, Hui-Teng) ORCID (Deneen, Christopher) ORCID (Boud, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2021.1925871
Schlagwörter	Undergraduate Students; Feedback (Response); Journal Writing; Peer Evaluation; Curriculum Design; Self Evaluation (Individuals); Multiple Literacies; Skill Development; Foreign Countries; Teamwork; Intervention; Singapore + Suchen Sie Ihr Suchwort? Zeitschriftenaufsatz; Lehrplangestaltung; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Singapur
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01