Reconsidering student feedback literacy from an ecological perspective

Sin Wang Chong*

*Corresponding author for this work

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

In response to the paradigm shift of feedback from information to process, the notion of ‘student feedback literacy’, which refers to students’ capacities and dispositions to use feedback, has been increasingly promulgated in the higher education assessment literature recently. Student feedback literacy has been conceptualized into three interrelated characteristics–the ability to appreciate feedback, make judgments and manage emotions–which potentially lead to successful student uptake of feedback information. This commentary is a response to recent attempts to conceptualize student feedback literacy and aims to reconsider the concept from an ecological perspective of learning using a multi-dimensional model comprising three components: the engagement dimension, the contextual dimension and the individual dimension. This expanded model of student feedback literacy is informed by sociocultural theory and the notion of learner agency. Referring to the proposed framework, future research directions on student feedback literacy are put forward.

Original languageEnglish
JournalAssessment and Evaluation in Higher Education
Early online date26 Feb 2020
DOIs
Publication statusEarly online date - 26 Feb 2020

Keywords

  • agency
  • ecological perspective
  • Feedback
  • feedback literacy
  • sociocultural theory

ASJC Scopus subject areas

  • Education

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