The authors of this article propose a framework for developing feedback literacy in students. The four features of feedback literacy are: 1) appreciating feedback; 2) making judgements; 3; managing affect; and 4) taking action. The authors argue that these features are not often realized by instructors and students during pedagogical experiences. In this article, there is a particular focus on peer feedback activities and analyzing exemplary examples of work with students. Peer feedback generally involve some form of dialogue; however, without proper coaching or modeling, students may not provide or receive helpful feedback on their work. Similarly, instructors can use exemplars of work to model quality work; however, instructors often shy away from this method as they are concerned that students will replicate the exemplars. However, if the qualities of exemplary work are highlighted and discussed with the students, they can critically consider how to manifest similar qualities in their own work.
The authors of this study report that many undergraduate students in their first year of university tend to receive written feedback on their work. However, students are unsure of how to incorporate the feedback they have received into their learning. There is also a gap in research about how students emotionally react to the written feedback even though it is generally understood that emotions impact cognitive decisions in learning. From a student perspective, they view written feedback as helpful when it is delivered in a timely manner and personalized to their learning objectives in order to improve their work. In their survey and focus group study, the authors found feedback delivery should be a “two-way communication” that provides personal support to students who have personal responses to written feedback. This helps to mitigate any strong emotions that may outweigh the benefits of the feedback because the focus is less on negative comments and more on how to improve learning. More importantly, constructive feedback relies on a strong working relationship between instructors and students, which helps students to cope with their emotions as well as interpret feedback in a positive manner.
The authors propose a framework for effective feedback in which the instructors consider three key questions: 1. Where am I going in terms of goal setting? (Feed Up); 2. How am I going to accomplish the goals? (Feed Back); and 3. Where to next? (Feed Forward). The goal is remind instructors that feedback does not exist absent of a learning context. In order for feedback to be effective, the learning goals need to be specific to the students before they can develop the proper judgement on how to evaluate and use feedback in their learning. This means that instructors need to be clear on what they want their assessment and feedback are supposed to accomplish before learning behaviors can be changed.
The authors proposed principles of effective feedback including 1) helps clarify what good performance is (goals, criteria, expected standards); 2) facilitates the development of self-assessment and reflection in learning; 3) delivers high quality information to students about their learning; 4) encourages teacher and peer dialogue around learning; 5) encourages positive motivational beliefs and self-esteem; 6) provides opportunities to close the gap between current and desire performance; and 7) provides information to teachers that can be used to help shape teaching. Essentially, quality feedback is related to self-regulated learning that encourages both teachers and students to be more reflective in their practices and evokes some kind of change. More importantly, the authors argued that feedback has to map onto students’ sense of self and motivation in some way in order for feedback to be effective.