Developing student feedback literacy through self and peer assessment interventions

Hoo, HT; Deneen, C; Boud, D

Developing student feedback literacy through self and peer assessment interventions

Hoo, HT Deneen, C Boud, D

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Publisher:: Taylor and Francis Group
Publication Type:: Journal Article
Citation:: Assessment and Evaluation in Higher Education, 2022, 47, (3), pp. 444-457
Issue Date:: 2022-01-01

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Field	Value	Language
dc.contributor.author	Hoo, HT
dc.contributor.author	Deneen, C
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722
dc.date.accessioned	2023-01-19T16:40:53Z
dc.date.available	2023-01-19T16:40:53Z
dc.date.issued	2022-01-01
dc.identifier.citation	Assessment and Evaluation in Higher Education, 2022, 47, (3), pp. 444-457
dc.identifier.issn	0260-2938
dc.identifier.issn	1469-297X
dc.identifier.uri	http://hdl.handle.net/10453/165288
dc.description.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.
dc.language	English
dc.publisher	Taylor and Francis Group
dc.relation.ispartof	Assessment and Evaluation in Higher Education
dc.relation.isbasedon	10.1080/02602938.2021.1925871
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment & Evaluation in Higher Education on 2021-06-01, available online: https://www.tandfonline.com/10.1080/02602938.2021.1925871.
dc.subject	13 Education
dc.subject.classification	Education
dc.title	Developing student feedback literacy through self and peer assessment interventions
dc.type	Journal Article
utslib.citation.volume	47
utslib.for	13 Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.date.updated	2023-01-19T16:40:52Z
pubs.issue	3
pubs.publication-status	Published
pubs.volume	47
utslib.citation.issue	3

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.

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http://hdl.handle.net/10453/165288