What Do College Students Think of Feedback Literacy? An Ecological Interpretation of Hong Kong Students' Perspectives

Autor/in	Zhan, Ying
Titel	What Do College Students Think of Feedback Literacy? An Ecological Interpretation of Hong Kong Students' Perspectives
Quelle	In: Assessment & Evaluation in Higher Education, 48 (2023) 5, S.686-700 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhan, Ying)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2022.2121380
Schlagwörter	College Students; Student Attitudes; Feedback (Response); Literacy; Ecology; Foreign Countries; Competence; Cultural Influences; Prior Learning; Social Values; Hong Kong + Suchen Sie Ihr Suchwort? Collegestudent; Schülerverhalten; Alphabetisierung; Schreib- und Lesefähigkeit; Ökologie; Ausland; Kompetenz; Cultural influence; Kultureinfluss; Vorkenntnisse; Sozialer Wert; Hongkong
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01