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- Publisher
- Taylor & Francis
- Copyright
- © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
- ISSN
- 0260-2938
- eISSN
- 1469-297X
- DOI
- 10.1080/02602938.2023.2177613
- Publisher site
- See Article on Publisher Site
Abstract
Abstract Student feedback literacy has been the subject of much conceptual literature; however, relatively little intervention research has investigated how and if it can be developed. Further, no evaluation of the current empirical literature has been conducted to assess which elements of feedback literacy can be successfully improved in practice, and which elements need further investigation. This paper seeks to explore how different aspects of feedback literacy have been developed in higher education. A scoping review was conducted to address the foci, nature and success of interventions. The review found evidence that educational interventions enhanced feedback literacy in students, such as managing perceptions and attitudes, and having more confidence and agency in the feedback process. While some interventions have an effect on influencing student feedback literacy, both improved study design and intervention design are required to make the most of future feedback literacy interventions.
Journal
Assessment & Evaluation in Higher Education – Taylor & Francis
Published: Jan 2, 2024
Keywords: Feedback literacy; feedback; scoping review; empirical research