Developing students’ feedback literacy through online interactive peer assessment: Interaction modes, sequential behavioural patterns, and influential factors

Project: Research project

Project Details


Feedback literacy denotes the capacities and dispositions that students need to productively use feedback for the purpose of improving learning. Feedback-literate students can maximise the effectiveness of feedback on their learning within university curricula and assessment regimes (Carless & Boud, 2018), ultimately supporting their future careers and life-long learning (Winstone, Balloo & Carless, 2022). In spite of its importance, cultivating feedback literacy is a demanding task for university teachers, due to constraints on course time and space and a lack of effective pedagogical models. Online interactive peer assessment (OIPA) may offer a powerful new approach to cultivating students’ feedback literacy, according to an emerging thread of research (*Zhan, Wan & *Sun, 2022). It has great potential to enhance dialogic interaction between feedback givers and receivers, which is the key to students’ feedback literacy development. More effort is needed to close four major research gaps in this area, as follows. a) No studies have focused on OIPA interventions with a control group design and pre- and post-intervention measures of feedback literacy. b) Few studies have examined whether synchronous or asynchronous interaction is more effective in developing students’ feedback literacy. c) The literature has not specifically addressed how the sequences of students’ actions in dialogic interaction around feedback might influence their feedback use. d) Research has not systematically explored the factors influencing dialogic interaction in a virtual peer assessment environment. To address these research gaps, the proposed project will develop and implement an OIPA intervention with a naturalistic experimental design. The participants will be Year 2 Bachelor of Education students enrolled in a core education course at a Hong Kong education university. Four complete classes will each be randomly assigned to one of two treatment conditions (synchronous and asynchronous di

Funding Source: RGC - General Research Fund (GRF)
Effective start/end date01/01/2431/12/25


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