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.
Highlights
Feedback can significantly enhance or inhibit learning (Hattie & Timperley, 2007), and it has generated great interest and considerable research
The first part of the results consists of the categories with levels of students’ feedback literacy (Tables 2, 3, and 4), and the second part consists of the paths of development of secondary students’ feedback literacy
The present study explored the secondary students’ use of formative peer assessment and showed that seventh-grade students developed feedback literacy skills after one year of practicing peer assessment
Summary
Feedback can significantly enhance or inhibit learning (Hattie & Timperley, 2007), and it has generated great interest and considerable research. Feedback helps students achieve their goals (Hattie & Timperley, 2007). Recently has receiving feedback generated steady attention from scholars (Boud & Molloy, 2013; Delva et al, 2013; Jonsson, 2013; McLean et al, 2015; Sutton, 2012; Wiliam, 2012; Winstone et al, 2017). Carless and Boud (2018) introduced a framework of feedback literacy describing the competences necessary to participate in feedback processes; it has generated considerable interest and encouraged further research. Exploring the feedback literacy of secondary school students is the first goal of this study
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