Can students’ feedback literacy be improved? A scoping review of interventions

Little, T; Dawson, P; Boud, D; Tai, J

Can students’ feedback literacy be improved? A scoping review of interventions

Little, T Dawson, P Boud, D

Tai, J

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Publisher:: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Publication Type:: Journal Article
Citation:: Assessment and Evaluation in Higher Education, 2024, 49, (1), pp. 39-52
Issue Date:: 2024-01-01

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Field	Value	Language
dc.contributor.author	Little, T
dc.contributor.author	Dawson, P
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722
dc.contributor.author	Tai, J
dc.date.accessioned	2024-05-25T05:53:18Z
dc.date.available	2024-05-25T05:53:18Z
dc.date.issued	2024-01-01
dc.identifier.citation	Assessment and Evaluation in Higher Education, 2024, 49, (1), pp. 39-52
dc.identifier.issn	0260-2938
dc.identifier.issn	1469-297X
dc.identifier.uri	http://hdl.handle.net/10453/179199
dc.description.abstract	Student feedback literacy has been the subject of much conceptual literature; however, relatively little intervention research has investigated how and if it can be developed. Further, no evaluation of the current empirical literature has been conducted to assess which elements of feedback literacy can be successfully improved in practice, and which elements need further investigation. This paper seeks to explore how different aspects of feedback literacy have been developed in higher education. A scoping review was conducted to address the foci, nature and success of interventions. The review found evidence that educational interventions enhanced feedback literacy in students, such as managing perceptions and attitudes, and having more confidence and agency in the feedback process. While some interventions have an effect on influencing student feedback literacy, both improved study design and intervention design are required to make the most of future feedback literacy interventions.
dc.language	English
dc.publisher	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation.ispartof	Assessment and Evaluation in Higher Education
dc.relation.isbasedon	10.1080/02602938.2023.2177613
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	13 Education
dc.subject.classification	Education
dc.subject.classification	39 Education
dc.title	Can students’ feedback literacy be improved? A scoping review of interventions
dc.type	Journal Article
utslib.citation.volume	49
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	*
dc.date.updated	2024-05-25T05:53:17Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	49
utslib.citation.issue	1

Abstract:

Student feedback literacy has been the subject of much conceptual literature; however, relatively little intervention research has investigated how and if it can be developed. Further, no evaluation of the current empirical literature has been conducted to assess which elements of feedback literacy can be successfully improved in practice, and which elements need further investigation. This paper seeks to explore how different aspects of feedback literacy have been developed in higher education. A scoping review was conducted to address the foci, nature and success of interventions. The review found evidence that educational interventions enhanced feedback literacy in students, such as managing perceptions and attitudes, and having more confidence and agency in the feedback process. While some interventions have an effect on influencing student feedback literacy, both improved study design and intervention design are required to make the most of future feedback literacy interventions.

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http://hdl.handle.net/10453/179199