Abstract
The article provides an overview of recent Russian and foreign research on feedback. Specifically, it traces the transition from a focus on teacher actions and feedback content to a focus on the student. In the modern paradigm, successful feedback is allied with the subsequent actions of the recipient. In 2012, Paul Sutton introduced the concept of feedback literacy, laying the foundation for further research aimed at identifying personal qualities for effective work with feedback. Over the decade since Sutton’s work was published, the concept of feedback literacy has been conceptualized, its main components have been identified, and an instrument for measuring it has been developed and validated. Currently, research continues on the relationship between feedback perception and agency, and this article contributes to the discussion by summarizing accumulated data on the necessary characteristics of actors and feedback to ensure that feedback leads to goal attainment: changes in academic and extracurricular practices which lead to success. The article raises the question of how feedback is related to students’ agency and under what conditions feedback is most effective. The article also identifies existing deficits, particularly the lack of practical tools to improve students’ quality of work with feedback.
Published Version
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