What do college students think of feedback literacy? An ecological interpretation of Hong Kong students’ perspectives

IF 4.1 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Assessment & Evaluation in Higher Education Pub Date : 2022-09-08 DOI:10.1080/02602938.2022.2121380
Y. Zhan
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引用次数: 5

Abstract

Abstract Recent discussions on student feedback literacy have been primarily conceptual and framed from the perspectives of scholars and educators. Few empirical studies have explored what and how college students conceive of student feedback literacy. To address this research gap, we explored Hong Kong college students’ conceptions of student feedback literacy. Fifteen Bachelor of Education students were individually interviewed to elaborate on the mind maps they had drawn about student feedback literacy. The data analysis revealed that the participants depicted several feedback competencies required for students to elicit and process feedback but paid scant attention to the competencies needed to enact feedback. Meanwhile, they believed that a feedback-literate student should appreciate the values of feedback and be active, modest and committed in the feedback process. The participants’ conceptions of student feedback literacy were ecologically influenced by Chinese cultural values, the university learning setting, their prior feedback experiences, and course learning.
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大学生如何看待反馈素养?香港学生观点的生态诠释
最近关于学生反馈素养的讨论主要是概念性的,并从学者和教育者的角度进行了框架。很少有实证研究探讨大学生对学生反馈素养的看法和方式。为了弥补这一研究空白,我们探讨了香港大学生对学生反馈素养的概念。15名教育学学士学生被单独采访,详细阐述他们所绘制的关于学生反馈素养的思维导图。数据分析显示,参与者描述了学生引出和处理反馈所需的几种反馈能力,但很少关注制定反馈所需的能力。同时,他们认为一个有反馈素养的学生应该欣赏反馈的价值,并在反馈过程中积极、谦虚和投入。被试对学生反馈素养的概念受到中国文化价值观、大学学习环境、他们先前的反馈经验和课程学习的生态影响。
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来源期刊
Assessment & Evaluation in Higher Education
Assessment & Evaluation in Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
11.20
自引率
15.90%
发文量
70
期刊最新文献
‘There was very little room for me to be me’: the lived tensions between assessment standardisation and student diversity Perceptions of feedback and engagement with feedback among undergraduates: an educational identities approach Feedback engagement as a multidimensional construct: a validation study Interacting with ChatGPT for internal feedback and factors affecting feedback quality Diversity of pedagogical feedback designs: results from a scoping review of feedback research in higher education
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