Abstract:
Student feedback literacy has emerged as a pivotal factor in leveraging feedback to enhance learning outcome. It’s also recognized as a key graduate attribute crucial for students’ future careers and life-long learning. However, fostering this literacy poses significant challenges for university educators. This teaching project aimed to enhance student teachers’ feedback literacy through structured online peer assessment (OPA) activities, implemented in three educational courses over two rounds. The quasi-experimental study involved 218 student teachers, divided into three experimental groups (114 students) and three control groups (104 students). Data collection included pre-and-post surveys on feedback literacy, individual interviews, and log data. The goal was to ascertain whether OPA could effectively develop feedback literacy interviews, and log data. The goal was to ascertain whether OPA could effectively develop feedback literacy among student teachers and to extract valuable insights from this innovative assessment approach. The study aimed to provide actionable design principles for integrating OPA into course curricula, thereby offering sustainable resources for educational programs focused on assessment issues.
Code:
T0262
Principal Project Supervisors:
Keywords provided by authors:
Start Date:
16 Jan 2023
End Date:
15 Jul 2024
Status:
Completed
Result:
Paired T-tests of pre-and-post survey data revealed significant development in feedback literacy among experimental groups. TLS3003 group showed a notable improvement in the appreciation of peer feedback (p=.029). TLS3005 group demonstrated significant overall feedback literacy enhancement (p=.013), particularly in competencies such as eliciting (p=.002) and processing feedback (p=.006). While TLS6065 group did not exhibit significant changes in overall feedback literacy, participants’ readiness to change increased significantly (p=.012). ANCOVA confirmed significant differences in feedback appreciation (p=.013) and readiness to engage in feedback practices (p=.049) between experimental and control groups. The experimental groups also showed more substantial improvements in problem-solving awareness and critical thinking, although only TLS3005 had statistically significant gains in both areas. Thematic analysis of interviews and log data corroborated survey findings, identifying factors such as learning motivation, peer assessment interactivity, task complexity, and prior experiences as mediators of OPA’s impact on feedback literacy development.
Impact:
This project tailored OPA tasks to suit different student groups, including BEd and MEd students. Insights from teachers’ and students’ experiences with OPA were synthesized to develop design principles aimed at promoting feedback literacy. These principles and assessment tasks can serve as valuable curriculum resources for educational courses addressing assessment issues. The project’s outcomes promise sustainable impacts on the use of OPA to cultivate feedback literacy within educational programs. By integrating these design principles into course teaching, educators can significantly enhance the feedback literacy of their students, thereby better preparing them for future professional and lifelong learning endeavors. Furthermore, because the participants in this project were student teachers, they had opportunities to propagate such feedback practices into their future classrooms by observing their teachers and reflecting on their experiences. This was expected to generate assessment implications for schools.
Financial Year:
2022-23
Type:
TDG