Mapping Student Feedback Literacy: A Scoping Review of Qualitative Evidence in Higher Education

• In Event: AERA Roundtable Session Sunday 1:45 pm - Gold 4
  In Roundtable Session: Feedback as a Catalyst for Learning: Faculty Practices, Student Engagement, and Assessment Innovation

Abstract

This scoping review mapped the empirical coverage of twelve sub-components of student feedback literacy (SFL) as conceptualized by Carless and Boud (2018). A qualitative synthesis of eighteen studies revealed substantial variability in the evidence base across sub-components. Students’ recognition of feedback value and their active role, seeking feedback from multiple sources, and emotion regulation were strongly supported by the literature. In contrast, some sub-components (such as technology-mediated feedback, productive peer engagement, and refinement of self-evaluative capacity) were relatively under-researched. Moderately evidenced sub-components included judging quality using criteria, proactively sustaining dialogue, and acting on feedback. These findings highlight both established strengths and persistent gaps in the qualitative evidence, underscoring the need for further research to advance SFL theory and practice.

Authors

• Lijie Qin, The Education University of Hong Kong

• Lan Yang, Education University of Hong Kong