6533b7d3fe1ef96bd1261458

RESEARCH PRODUCT

The development of secondary students’ feedback literacy: Peer assessment as an intervention

Hähkiöniemi MarkusLaura KetonenPasi Nieminen

subject

Secondary educationformative assessmentmedia_common.quotation_subjecttoisen asteen koulutusfeedbackfeedback literacyLiteracyEducationFormative assessmentvertaisarviointi (arviointimenetelmät)Student developmentIntervention (counseling)secondary education0502 economics and businessComputingMilieux_COMPUTERSANDEDUCATIONsciencemedia_commonPeer evaluationMedical educationluonnontieteetpalaute05 social sciences050301 educationpeer assessmentPeer assessmentPsychology0503 education050203 business & management

description

A growing body of research has recognized the importance of students’ having active roles in feedback processes. Feedback literacy refers to students’ understandings of and participation in feedback processes, and research on students’ feedback literacy has so far focused on higher education; secondary schools have not received attention. This case study investigates secondary students’ feedback literacy and its development in the context of formative peer assessment. From various data sources, three categories of students’ feedback literacy were identified, and criteria for the levels of literacy in each category were created. The criteria were used in the coding of seventh- and eighth-grade students’ skills. The results show that students were able to develop their feedback literacy skills. Thus, secondary school students should be introduced to feedback literacy via, for example, formative peer assessment. peerReviewed

yearjournalcountryeditionlanguage
2020-10-01The Journal of Educational Research
https://doi.org/10.1080/00220671.2020.1835794