Developing student feedback literacy using educational technology and the reflective feedback conversation

Ducasse, A 2019, 'Developing student feedback literacy using educational technology and the reflective feedback conversation', Practitioner Research in Higher Education, vol. 12, no. 1, pp. 24-37.


Document type: Journal Article
Collection: Journal Articles

Title Developing student feedback literacy using educational technology and the reflective feedback conversation
Author(s) Ducasse, A
Year 2019
Journal name Practitioner Research in Higher Education
Volume number 12
Issue number 1
Start page 24
End page 37
Total pages 14
Publisher University of Cumbria Open Access Journals
Abstract While its importance for promoting learning is well-documented, feedback can only promote learning to the extent that it is acted on by learners. However, the fact that students may have difficulty understanding feedback or knowing how to act on it and are not necessarily receptive to the feedback provided underscore the importance of including the learner perspective in feedback practices. This paper describes an intervention which used the 'reflective feedback conversation' and educational technologies to provide written feedback to students in University level Spanish language classes. The aim of the study was to improve learner uptake of feedback, develop student agency and self-regulation, increase alignment between teacher and student goals and expectations, and encourage learners to take a more active role in feedback processes as well as reduce teacher workload. Participants were 50 students enrolled in their third semester (pre-intermediate) of a university-level Spanish program. Data included student questionnaires, interviews with the teacher and students (n=9) ­and documentation of feedback and responses to feedback across a 12-week semester. Questionnaire data were analysed using descriptive and inferential statistics while interview and documentation data were analysed using thematic content analysis. The findings demonstrate the potential of this approach for making feedback processes more efficient as well as for improving learning.
Subject Higher Education
Education Assessment and Evaluation
Applied Linguistics and Educational Linguistics
Keyword(s) feedback
formative feedback
self-regulation
classroom-based assessment
assessment in higher education
Copyright notice © 2019 University of Cumbria
ISSN 1755-1382
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