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

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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. Copyright © 2022 The Author(s).
Original languageEnglish
JournalAssessment & Evaluation in Higher Education
DOIs
Publication statusE-pub ahead of print - 08 Sep 2022

Citation

Zhan, Y. (2022). What do college students think of feedback literacy? An ecological interpretation of Hong Kong students’ perspectives. Assessment & Evaluation in Higher Education. Advance online publication. doi: 10.1080/02602938.2022.2121380

Keywords

  • Chinese cultural values
  • Ecological rationality
  • Mind-map-based interviews
  • Student feedback literacy
  • Student perspective

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