Feedback is vital for learning and supervision, but often time consuming. Both teachers and students need instruction and support to shift towards seeing feedback as a two-way process in which the student plays an active role. This project investigates how students ask for personalized feedback using the F-ACT dashboard.

Background information

Feedback provides students with personalized information to improve their work, which makes it an effective educational intervention. In the literature, feedback has shifted from a one-way process of sending information by a teacher to a two-way process in which students take on a more active role. However, students might need support in developing their feedback literacy. Research shows that competency dashboards, like the F-ACT dashboard, can help students with this. Teachers can support students’ development of feedback literacy by using different feedback activities (e.g. organizing peer feedback processes). Finally, including feedback in professional development is essential to support teachers in this transition.

Project description

Hence, this project studies the development of teacher and student feedback literacy, and specifically the nature and quality of students’ feedback requests. This project is embedded within another project that investigates the usage, usability, and usefulness of the F-ACT dashboard. The current project therefore uses the questionnaire data and feedback requests that were collected in the F-ACT project.

Aims

In addition to the goals of the original project on the F-ACT dashboard, this project has the following objectives:

• Developing an open access coding scheme to measure the difference in and quality of student feedback requests.
• Exploring the impact of the F-ACT dashboard on student feedback requests.
• Involving and exchanging with feedback experts across Utrecht University.

References

• Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325.
• De Kleijn, R. A. (2023). Supporting student and teacher feedback literacy: an instructional model for student feedback processes. Assessment & Evaluation in Higher Education, 48(2), 186-200.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
• Van der Kleij, F. M., Adie, L. E., & Cumming, J. J. (2019). A meta-review of the student role in feedback. International Journal of Educational Research, 98, 303-323.
• Winstone, N., Boud, D., Dawson, P., & Heron, M. (2022). From feedback-as-information to feedback-as-process: a linguistic analysis of the feedback literature. Assessment & Evaluation in Higher Education, 47(2), 213-230.
• Winstone, N., & Carless, D. (2019). Designing effective feedback processes in higher education: A learning-focused approach.

Further reading

Click here for more information on the F-ACT dashboard.