Abstract

Recent growth in research on feedback has focussed on the importance of developing student feedback literacy. That is, the capabilities students need to make good use of feedback processes. To date there have been few investigations of how ideas about student feedback literacy can be translated into course design. This paper therefore examines student feedback capabilities in the context of an undergraduate course intervention based on an empirically based feedback literacy framework. 237 student journals written in response to self and peer feedback information were coded for student feedback literacy features and the effectiveness of pedagogical approaches for building the needed capabilities. Findings highlight the presence, extent and trajectories of feedback capabilities over time within the course. Based on these, pedagogical approaches which incorporate feedback affordances are identified.

摘要

最近关于反馈的研究的增长集中在发展学生反馈素养的重要性上。也就是说，学生需要具备充分利用反馈过程的能力。迄今为止，很少有关于如何将学生反馈素养的想法转化为课程设计的调查。因此，本文基于基于经验的反馈素养框架在本科课程干预的背景下检查学生的反馈能力。为响应自我和同伴反馈信息而编写的 237 份学生期刊被编码为学生反馈素养特征和构建所需能力的教学方法的有效性。调查结果突出了课程内反馈能力的存在、程度和轨迹。基于这些，