Abstract

A growing body of research has recognized the importance of students’ having active roles in feedback processes. Feedback literacy refers to students’ understandings of and participation in feedback processes, and research on students’ feedback literacy has so far focused on higher education; secondary schools have not received attention. This case study investigates secondary students’ feedback literacy and its development in the context of formative peer assessment. From various data sources, three categories of students’ feedback literacy were identified, and criteria for the levels of literacy in each category were created. The criteria were used in the coding of seventh- and eighth-grade students’ skills. The results show that students were able to develop their feedback literacy skills. Thus, secondary school students should be introduced to feedback literacy via, for example, formative peer assessment.

摘要

越来越多的研究已经认识到学生在反馈过程中发挥积极作用的重要性。反馈素养是指学生对反馈过程的理解和参与，到目前为止，对学生反馈素养的研究主要集中在高等教育方面。中学没有受到关注。本案例研究在形成性同伴评估的背景下调查中学生的反馈素养及其发展。从各种数据源中，确定了三类学生的反馈素养，并为每个类别的识字水平建立了标准。该标准用于编码七年级和八年级学生的技能。结果表明，学生能够发展他们的反馈素养技能。从而，