Building Feedback Literacy: Students’ Perceptions of the Developing Engagement With Feedback Toolkit

By N. Winstone, Georgina Mathlin, Robert A. Nash. Frontiers in Education, 2019

94 citations recorded by the source corpus.

Developing the requisite skills for engaging proactively with feedback is crucial for academic success. This paper reports data concerning the perceived usefulness of the Developing Engagement with Feedback Toolkit (DEFT) in supporting the development of students' feedback literacy skills. In Study 1, student participants were surveyed about their use of feedback, and their perceptions of the utility of the DEFT resources. In Study 2, students discussed the resources in focus groups. Study 3 compared students' responses on a measure of feedback literacy before and after they completed a DEFT feedback workshop. Participants perceived the DEFT favorably, and the data indicate that such resources may enhance students' general feedback literacy. However, the data raise questions about when such an intervention would be of greatest value to students, the extent to which students would or should engage voluntarily, and whether it would engage those students with the greatest need for developmental support.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/845f9a361f0961cb93839429cb544ecc77393515

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Citations in the corpus

Developing student feedback literacy through self and peer assessment interventions (2021, methodology): “…augmented learners’ understanding of and engagement in feedback in the workplace. using the Developing engagement with Feedback Toolkit (DeFT), Winstone, Mathlin, and nash (2019) tested for changes in students’ self-reported feedback literacy before and after attending a feedback workshop.”
Teacher feedback literacy and its interplay with student feedback literacy (2020, unknown): “…2020); examined its enactment through two case studies in a Chinese context (Han and Xu 2019); researched students’ perceptions of its development (Winstone, Mathlin and Nash 2019); investigated its implications for the workplace through interviews with healthcare students on placements (Noble et…”