Journal
ASSESSMENT & EVALUATION IN HIGHER EDUCATION
Volume 48, Issue 2, Pages 186-200Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/02602938.2021.1967283
Keywords
Assessment-general; higher education; learning strategies; feedback literacy; study skills
Categories
Ask authors/readers for more resources
This paper discusses the processing of feedback information by students and proposes an instructional model to support both student and teacher feedback literacy and their interaction.
Within the new feedback paradigm, the concept of student and teacher feedback literacy is gaining more and more attention, with most studies focussing on what it entails and how it can be supported by design. This paper contributes to this, by focussing on what students can do with feedback information. It proposes an instructional model for student feedback processes with the student activities seeking-, making sense of-, using- and responding to feedback information and specific prompts all four activities. Following Vygotsky, the model is built on the premise that effective feedback processes take place in social interaction with a more knowledgeable peer in the Zone of Proximal Development. In doing so, this is the first paper that addresses what students can do to contribute to scaffolded learning from feedback. The instructional model can be used by students to process feedback information and can be used by teachers to scaffold students' feedback processes. So, it is intended to support both student and teacher feedback literacy and their interplay. Future studies need to empirically validate the effectiveness of this instructional model.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available