Developing Sustainable Feedback Literacy in an Undergraduate Business Course: A Mixed-Methods Study

• In Event: Sustainable Feedback Literacy, Teachers' Judgments About Student Assessment, and Teachers' Views on Student Self-Assessment

Abstract

Student feedback literacy is the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies (Carless and Boud, 2018). To study the application of student feedback literacy in higher education, this study used cycles of student reflection on peer-feedback and self-assessment to direct students to develop their teamwork competencies and thereby examined the development of student feedback literacy in the process. The findings are discussed in the context of the validity and variation of Carless and Boud (2018) student feedback literacy model based on the intervention, and the development of and relationship between student feedback literacy and teamwork competencies.

Authors

• Hui-Teng Hoo, Nanyang Technological University

• Christopher Charles Deneen, The University of Melbourne

• David Boud, Deakin University