Relevant bibliographies by topics / Feedback literacy

Academic literature on the topic 'Feedback literacy'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Feedback literacy"

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Ramsden, Lisa, and Bill Hunter. "A CASE FOR FEEDBACK LITERACY." Journal of Educational Informatics 3, no. 1 (March 16, 2022): 32–36. http://dx.doi.org/10.51357/jei.v3i1.183.

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Emmerink, Ralph. "Thoughts on Assessments: Assessment Feedback and Student Feedback Literacy." FORUM 64, no. 2 (July 21, 2022): 56–65. http://dx.doi.org/10.3898/forum.2022.64.2.05.

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As an educator, and a student myself, I believe that the current system of graded assessments used ubiquitously in education systems worldwide is quite flawed. Although certain issues arise in its implementation, a suitable alternative might be to consider gradeless assessments. Thus, rather than completely advocating for a change in the way educators use graded assessments within their classrooms, I suggest a shift towards an increased focus on assessment feedback and student feedback literacy. As such, this paper aims to advocate and campaign for a different and more enabling approach to current assessment practices, emphasising student learning and growth.
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Wongvorachan, Tarid, Okan Bulut, Yi-Shan Tsai, and Marlit A. Lindner. "Improving Student Feedback Literacy in e-Assessments: A Framework for the Higher Education Context." Trends in Higher Education 1, no. 1 (December 6, 2022): 16–29. http://dx.doi.org/10.3390/higheredu1010002.

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For students, feedback received from their instructors can make a big difference in their learning by translating their assessment performance into future learning opportunities. To date, researchers have proposed various feedback literacy frameworks, which concern one’s ability to interpret and use feedback for their learning, to promote students’ feedback engagement by repositioning them as active participants in the learning process. However, the current feedback literacy frameworks have not been adapted to digital or e-Assessment settings despite the increasing use of e-Assessments (e.g., computer-based tests, intelligent tutoring systems) in practice. To address this gap, this conceptual paper introduces a feedback literacy model in the context of e-Assessments to present an intersection between e-Assessment features and the ecological model of feedback literacy for more effective feedback practices in digital learning environments. This paper could serve as a guideline to improve feedback effectiveness and its perceived value in e-Assessment to enhance student feedback literacy.
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Carless, David, and David Boud. "The development of student feedback literacy: enabling uptake of feedback." Assessment & Evaluation in Higher Education 43, no. 8 (May 3, 2018): 1315–25. http://dx.doi.org/10.1080/02602938.2018.1463354.

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Han, Ye, and Yueting Xu. "The development of student feedback literacy: the influences of teacher feedback on peer feedback." Assessment & Evaluation in Higher Education 45, no. 5 (November 18, 2019): 680–96. http://dx.doi.org/10.1080/02602938.2019.1689545.

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Karal, Yasemin, and Rabia Özdemir Sarıalioğlu. "The development of student feedback literacy through peer feedback in the online learning environment." European Journal of Open, Distance and E-Learning 24, no. 1 (October 1, 2022): 36–52. http://dx.doi.org/10.2478/eurodl-2022-0004.

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Abstract Feedback is an important element of learning, and peer feedback is now being increasingly used by more educators. Researchers acknowledge that students’ ability to read, interpret and use feedback can be developed, and more research is needed on how to achieve it. This study attempted to find out whether peer feedback helps foster student feedback literacy in an online learning environment. In this article, we attempt to showcase how students’ feedback literacy changed at the end of a 14-week process involving predominantly asynchronous peer interactions. This work was carried out as a mixed method study in a group of second-year undergraduate students from a state university. Study data were collected using two different questionnaires and one assessment rubric. The results showed that in an online learning environment, peer feedback can be a way to support the improvement of student feedback literacy.
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Sutton, Paul. "Conceptualizing feedback literacy: knowing, being, and acting." Innovations in Education and Teaching International 49, no. 1 (January 31, 2012): 31–40. http://dx.doi.org/10.1080/14703297.2012.647781.

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Harran, Marcelle. "Dominant feedback practices: shaping engineer literacy perceptions." Journal of Engineering, Design and Technology 9, no. 1 (March 29, 2011): 85–109. http://dx.doi.org/10.1108/17260531111121486.

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Dmitrenko, Natalia Yevheniivna, and Iuliia Oleksiivna Budas. "The Impact of Feedback on Students’ Autonomous ESP Learning Outcomes." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 2 (July 2, 2021): 323–39. http://dx.doi.org/10.18662/rrem/13.2/424.

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The present paper provides the results of the feedback influence on students’ autonomous ESP learning. It is aimed to study the impact of feedback on autonomous learning outcomes of first-year students, who are studying a two-year university course of “English for Specific Purposes (ESP)”, the significant part of which is dedicated to self-regulated learning. The aim of the course is to improve the students’ proficiency in professionally oriented English communication to the level of B2 according to the Common European Framework of Reference for Languages (CEFR). The investigation has proved the importance of teachers’ support in students’ autonomous ESP learning. The outcomes of those students who received the feedback regularly signify that even being self-sufficient, students strive for teachers’ or peer observation and feedback in the educational process. In the article, the interdependence between the level of students’ autonomous ESP learning competence and students’ feedback literacy is presented. The results of the study suggest that students’ autonomous ESP learning outcomes are considerably influenced by supportive external written feedback if it is sought, and their feedback literacy level is at least moderate or higher. A higher level of students’ feedback literacy is observed among students with a more advanced level of autonomous ESP learning competence and who demonstrate better academic achievements in professionally oriented English communication. The coherence of the elaborated levels of Ukrainian students’ feedback literacy and the ways of its enhancing can be significant for educators in other countries.
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Feerrar, Julia. "Development of a framework for digital literacy." Reference Services Review 47, no. 2 (June 10, 2019): 91–105. http://dx.doi.org/10.1108/rsr-01-2019-0002.

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Purpose Institutions seeking to develop or expand digital literacy programs face the challenge of navigating varied definitions for digital literacy itself. In answer to this challenge, this paper aims to share a process for developing a shared framework for digital literacy at one institution, including drawing on themes in existing frameworks, soliciting campus feedback and making revisions. Design/methodology/approach A draft digital literacy framework was created following the work of an initial library task force. Focus groups were conducted to gather feedback on the framework and to identify areas for future development. Findings Focus groups yielded 38 written responses. Feedback themes related to gaps in the framework, structural suggestions and common challenges for learners. Themes in focus group feedback led to several framework revisions, including the addition of Curation as a competency area, the removal of information communication technologies as its own competency area, and the inclusion of Learner rather than Student at the center of the framework. Practical implications The approaches described in this case study can be adapted by those looking to create a shared framework or definition for digital literacy on their campuses, as well as to create or revise definitions for other related literacies. Originality/value This case study presents an adaptable process for getting started with broad digital literacy initiatives, within the context of existing digital literacy frameworks worldwide.
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Dissertations / Theses on the topic "Feedback literacy"

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Apostolakis, Roberta. "Literacy Coaching: Approaches, Styles, and Conversations." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/27698.

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This study is an investigation of teachersâ perspectives on coaching activities and styles of feedback language used by literacy coaches. Because literacy coaching processes represent a common approach to school-based teacher learning, it is wise to examine their usefulness. The teachers being coached have a key role in shaping and informing the coaching process. Their thoughts on helpful coaching activities and feedback language are important and could enlighten stakeholders in professional development of teachers. The data collection tools for this study included teacher questionnaires and a video-taped session with a focus group of elementary education teachers. The main findings were that teachers perceived literacy coaching activities, especially co-teaching and visiting colleagues, most helpful to construct conceptual and procedural knowledge when they include opportunities for on-going collaboration, teacher autonomy, and active construction of knowledge, and when they occur in classrooms settings with practice and feedback. These findings have implications for why and how educators do professional development in schools.
Ed. D.
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Yanez-Monje, Veronica. "Exploring teachers' interpretations of feedback in primary literacy classroom settings." Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/exploring-teachers-interpretations-of-feedback-in-primary-literacy-classroom-settings(5829093e-8638-41d3-b4d2-3ccb2a8459bd).html.

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It is now widely acknowledged that formative assessment can be beneficial to students’ learning. However, there is also evidence that teachers encounter a range of issues in the enactment of formative practice inside the classroom (Black & Wiliam, 1998, 2003, 2006, 2009, 2012; Swaffield, 2011). This study investigates teachers’ interpretations of feedback in terms of theory and practice and it explores how this might be informed by their conceptions of learning in the context of primary literacy lessons. This research involves three Year 5 teachers and one Year 4 from three different primary schools in London. The main sources of data comprise classroom observations and teachers’ interviews. The lessons observed were centred on teacher feedback relating to language and literacy issues in ordinary classroom settings. A semi- structured interview format was used to explore the teachers’ interpretation and intentions in the feedback process. Follow-up interviews with the teachers were carried out in order to ask them to comment on specific instances informed by the lessons observed. The main findings reveal diverse perspectives and nuances that arise when teachers describe the complexities involved with verbal and written forms of feedback. Furthermore, the data analysis illustrates how the intersection between principles of assessment and individual teacher’s views on learning, influence the different ways in which they manage to balance competing priorities for expressing quality of work; and how their feedback practice relates to what they believe formative assessment is. It is envisaged that this study contributes to our understanding of the conceptual and pedagogic complexity of teacher feedback in formative assessment. The implications of this work are relevant to teacher professional development and school development.
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Donovan, Lauren Kimener. "Examining the Effect of Performance Feedback on Family Literacy Practices." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491313944978423.

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Miles, Martin Paul. "Using talking computers to help children experiencing literacy difficulties." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312069.

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Archer, Elizabeth. "Bridging the gap : optimising a feedback system for monitoring learner performance." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/26608.

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Globally, a wealth of educational data has been collected on learner performance in a bid to improve and monitor the quality of education. Unfortunately, the data seem to have had only limited influence on learning and teaching in classrooms. This thesis aimed to bridge this gap between the availability of learner performance data and their use in informing planning and action in schools. A design research approach was used to optimise the feedback system for the South African Monitoring system for Primary schools (SAMP). Design research aims to produce both an intervention to address a complex real-world challenge and to develop design guidelines to support other designers faced with similar challenges in their own context. In this research, the process of developing and improving the feedback system was also used to examine ways of facilitating the use of the feedback. Multiple cycles of design, implementation and evaluation of four different prototypes of the feedback system were conducted, employing evaluations from both experts (e.g. Dutch and South African academics, research and educational psychologists, instrument designers and teacher trainers) as well as school users (teachers, principals and HoDs). Mixed methods were employed throughout the study, with different sub-samples of school users sampled from the population of 22 schools (English, Afrikaans and Sepedi) in the Tshwane region participating in SAMP. The various research cycles incorporated interviews, observations, journals, questionnaires, the Delphi technique and expert evaluations to examine not only data-use, but also aspects such as problem-solving, planning, data-literacy and attitudes towards evidence-based practice in the schools. Data was analysed using Rasch Modelling, descriptive statistics and computer-aided qualitative data analysis. The study showed that an effective feedback system facilitates appropriate use through a gradual process of enlightenment, is flexible and responsive to user inputs, values collaboration and includes instrument, reporting and support components in its design. An optimum feedback system also positively influences school feedback and monitoring culture by providing opportunities for positive experiences with feedback and increasing data-literacy. This improves the chances of feedback being used for planning, decision-making and action in the schools. An effective feedback system must also offer a comprehensive package to accommodate different users, with various levels of data sophistication, functioning in diverse contexts. The research also showed that an effective feedback system mediates thinking about educational instruction and curriculum and can therefore be a potent change agent. Use of clear, simple, intuitive data presentation in the feedback system allows for experiential learning to increase user data-literacy. The design research approach employed in this study offers an appropriate and powerful approach to adapting, developing and optimising a feedback system. User involvement in design research ensures greater contextualisation and familiarity with the system, while engendering trust and a greater sense of ownership, all of which increase the receptiveness and responsiveness of users to feedback. Finally, the research also contributed design guidelines for other developers of feedback systems, an integrated conceptual framework for use of monitoring feedback and a functioning feedback system employed by 22 schools in the Tshwane region.
Thesis (PhD)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
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Torstensson, Laura. ""Det kan ju hända jättemycket från när man är 10 år till att man är 30" : En studie kring några elever och lärares syn på läs- och skrivinlärning, motivation och feedback." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43395.

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Mitt arbete syftar till att utifrån 10 elever och 2 lärares perspektiv på läs- och skrivinlärning få en ökad förståelse för vad elever blir motiverade av i läs- och skrivundervisningen. Detta ska i sin tur leda vidare till en förståelse för hur elever och lärare tänker kring feedback. Arbetets empiri utgörs av kvalitativa semistrukturerade intervjuer för att få en ökad förståelse inom området. Mina resultat visar att eleverna vill jobba med sådant som intresserar dem, dessutom vill de få möjligheten att använda sin fantasi. De vill även jobba praktiskt och använda kroppen i undervisningen vilket lärarna bekräftar i intervjuerna. Resultaten visar också att eleverna ser på feedback med olika perspektiv där belöningar har olika värde för eleverna vilket lärarna inte är medvetna om.
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Olszewski, Arnold. "Modeling Alphabet Skills as Instructive Feedback within a Phonological Awareness Curriculum." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/6005.

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This study investigated the use of instructive feedback for modeling early literacy skills. Instructive feedback is defined as the presentation of additional information during the positive feedback phase of learner trials. Thus, it is a way of modeling additional information when students respond to a trial correctly. Previous studies have demonstrated that instructive feedback can facilitate students’ observational learning of skills, such as sight words, numerals, and vocabulary. Instructive feedback has yet to be investigated when modeling early literacy skills. A modified version of an evidence-based early literacy intervention, PAth to Literacy, was used. Studies examining the efficacy of this intervention have shown it to be effective for teaching phonological awareness (PA) skills, including blending, segmenting, word part identification, and initial phoneme identification. Alphabet instruction is included in the intervention, although effects have been minimal. Instructive feedback was investigated as a novel method of incorporating alphabet instruction within a scripted phonological awareness intervention. Instructive feedback that modeled letter names and letter-sound correspondences was included during the positive feedback in PAth to Literacy. A multiple baseline design across sets of letters was used to determine whether students acquire letter names and sounds through observational learning. Each phase of the study included instructive feedback that modeled names and sounds for a set of four letters. Upon completion of each phase, a new set of four letters was introduced. An Alphabet Mastery Monitor was used to measure student growth on alphabet skills. Student progress on PA tasks also was measured using a researcher-developed PA Fluency Measure. It was hypothesized that students would learn letters modeled through instructive feedback during each phase and would demonstrate progress on the PA skills taught through direct instruction. The six children who completed the experiment demonstrated gains in phonological awareness skills following instruction with PAth to Literacy. However, there were no consistent gains on alphabet skills following instructive feedback. A second experiment was conducted to determine whether changes in the delivery of instructive feedback resulted in gains on the Alphabet Mastery Monitor. Researchers served as interventionists and instruction was delivered one-on-one. The instructive feedback was modified to include a progressive time delay and letters were discriminated from a field of four. Eight children completed the full intervention. All children demonstrated gains on phonological awareness and alphabet knowledge following instruction, indicating that a modified version of instructive feedback can be used to teach alphabet skills. Information from this study will inform clinical practice for educators including speech-language pathologists. Instructive feedback is a useful tool for educators and speech language pathologists to use when teaching early language and literacy skills.
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Howell, Emily A. "Using explicit teaching, modeling, and feedback to facilitate vocabulary instruction for early childhood educators." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1112.

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Early childhood teachers attend in-service trainings to continue their education after entering the workforce. The effectiveness of in-service training is being studied by many researchers. Some researchers postulate that adding modeling of the behavior and follow-up feedback to in-service trainings increases the ability of early childhood teachers to implement newly learned behaviors. The study investigated the effects of an instructional package (explicit teaching, modeling, and feedback) on early childhood students' implementation of vocabulary behaviors during shared storybook reading. The three vocabulary behaviors studied were selecting and stressing words, explaining and relating words, and repetition. Two case studies were completed with early childhood students, using a single-subject multiple-probe design across behaviors. Participants were baselined across all three behaviors. The behaviors were taught individually using explicit teaching and modeling. When criterion was reached, a new behavior was trained and modeled. Participants were given feedback on their performance, as well. Results showed the participants were able to implement selecting and stressing words and repetition during shared storybook reading after explicit training and modeling. The implementation of explaining and relating behaviors required additional feedback and reteaching for the participants to reach criterion. The study supports the research indicating that modeling and feedback improve early childhood students' abilities to implement newly learned skills.
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Haski, Heidi. "Increasing Student Engagement and Embedded Learning Opportunities in Early Literacy Instruction at an Urban Preschool through Teacher Instructional Support and Feedback." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1336683142.

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Shuttleworth, Christina Cornelia. "Towards a financial literacy model as a coordinating interface between financial information and decision makers." Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-09262009-093743/.

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Books on the topic "Feedback literacy"

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Jessica, Lamb, and Oakland Public Library (Calif.). Second Start Adult Literacy Program., eds. Deep feeling feedback. Oakland, Calif: Second Start Adult Literacy Program, 1992.

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Bernard, Cara Faith, and Joseph Michael Abramo. Teacher Evaluation in Music. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190867096.001.0001.

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Facing an “age of accountability,” teachers are subject to increasing evaluation and scrutiny from school administrators, politicians, and the public. This book provides music teachers with strategies to help them thrive in teacher evaluation amid this increased scrutiny. Embedded in educational research and theory and explained using real-world teaching situations, this book helps music teachers find balance between advocating for themselves and remaining open to feedback. The introduction provides background on teacher evaluation systems, including commonly found components and requirements. Chapter 1 details a brief history of teacher evaluation policies and laws in the United States. Chapter 2 provides a framework to help music teachers successfully use teacher evaluation to spark professional growth. Chapters 3 through 6 delve into four key areas that music teachers often struggle with in order to prepare them for observations and discussions with evaluators and improve practice: questioning strategies, differentiation, literacy, and assessment. At the end of each of these chapters are sample lesson plans that demonstrate ways to implement these pedagogical strategies in music classrooms. The final chapter discusses how to talk to evaluators. It explores how music teachers might inform evaluators about the unique challenges and strategies in music education while also remaining open to feedback. It discusses how to talk to both music and non-music evaluators, including those who are poor communicators and those who might not provide sound advice on teaching. Finally, the postlude reminds readers of the importance of approaching teacher evaluation as a means for reflection and professional growth.
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Wittenberg, Elaine, Joy V. Goldsmith, Sandra L. Ragan, and Terri Ann Parnell. Communication in Palliative Nursing. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190061326.001.0001.

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Communication in Palliative Nursing presents the COMFORT Model, a theoretically-grounded and empirically-based model of palliative care communication. Built on over a decade of communication research with patients, families, and interdisciplinary providers, and reworked based on feedback from hundreds of nurses nationwide, the chapters outline a revised COMFORT curriculum: Connect, Options, Making Meaning, Family caregivers, Openings, Relating, and Team communication. Based on a narrative approach to communication, which addresses communication skill development, this volume teaches nurses to consider a universal model of communication that aligns with the holistic nature of palliative care. This work moves beyond the traditional and singular view of the nurse as patient and family educator, to embrace highly complex communication challenges present in palliative care—namely, providing care and comfort through communication at a time when patients, families, and nurses themselves are suffering. In light of the vast changes in the palliative care landscape and the increasingly pivotal role of nurses in advancing those changes, this second edition provides an evidence-based approach to the practice of palliative nursing. This book integrates communication theory and health literacy constructs throughout, and provides clinical tools and teaching resources to help nurses enhance their own communication and create comfort for themselves, as well as for patients and their families.
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Shaw, Brian P. Music Assessment for Better Ensembles. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190603144.001.0001.

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Assessment is central to ensemble music. Yet, teachers do not always have the expertise to harness its potential to improve rehearsals and performances, and promote and document student learning. Written specifically for band, choir, and orchestra teachers at all levels, this book contains all of the information necessary to design and use assessment in a thriving music classroom. The first section addresses foundations such as learning targets, metacognition, and growth mindset. Assessment jargon such as formative assessment, summative assessment, Assessment for Learning, self and peer assessment, and authentic assessment is clarified and illustrated with music examples. Readers will learn practical strategies for choosing which concepts to assess, which methods to use, and how to use results to provide accurate and effective feedback to students. The second section brings assessment fundamentals into the music room. Filled with practical advice, each chapter examines a different facet of musicianship. Sample assessments in all performance areas are provided, including concert preparation, music literacy, fundamentals and technique, terminology, interpretation, evaluation and critique, composition and improvisation, beliefs and attitudes, and more. The final section is an examination of grading practices in music classes. Readers will gain information about ensemble grades that communicate what students know and are able to do. The book concludes with ways for music educators to take their first steps toward implementing these strategies in their own teaching, including the use of instructional technology. Assessing like an expert is possible, and this book is just what teachers need to get started.
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Hales, Kimberly, Ph.D. Karen D. Hager, Barbara J. Fiechtl, Summer Gunn, Ph D. Jessica Rivera-Mueller, Ph.D. Shawn M. Miller, Ph D. Elena Schvidko, et al. Journal on Empowering Teaching Excellence, Fall 2020. Edited by Kimberly Hales. UEN Pressbooks Consortium, 2020.

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Shvidko, Ph D. Elena, Kimberly Hales, Ph D. Jason Olsen, Shaunna Waltemeyer, Ph.D. Helen G. Hammond, Ph.D. Joanna C. Weaver, Ph.D. Cynthia D. Bertelsen, et al. Journal on Empowering Teaching Excellence, Spring 2021. Edited by Kimberly Hales and Jason Olsen Ph D. UEN Pressbooks Consortium, 2021.

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MARROQUÍN-DE JESÚS, Ángel, Juan Manuel OLIVARES-RAMÍREZ, Dulce María de Guadalupe VENTURA-OVALLE, and Luis Eduardo CRUZ-CARPIO. CIERMMI Women in Science T-X Humanities and Behavioral Sciences. ECORFAN, 2021. http://dx.doi.org/10.35429/h.2021.10.1.106.

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This volume, Women in Science T-X-2021 contains 8 refereed chapters dealing with these issues, chosen from among the contributions, we gathered some researchers and graduate students from the 32 states of our country. We thank the reviewers for their feedback that contributed greatly in improving the book chapters for publication in these proceedings by reviewing the manuscripts that were submitted. As the first chapter, Gutiérrez, Mejía, Terán and Acuña, present Prototype of an electronic system for innovation in the Papillomavirus test registration process, as the second chapter, Arizmendi, De La Torre and Meza, will talk about Women as literary creation: a diachronic-representative journey, as third chapter, Arteaga, Alvarado, Castañeda and Torres, present Intellectual biography of Latin American academic women, as fourth chapter, Ramírez, Díaz and Figueroa, propose Flipped classroom a model for autonomous learning, as fifth chapter, Ponce, López and Méndez, as the sixth chapter, Otero, developed Educational innovation through techno-pedagogical tools in virtual education, as the seventh chapter, Juárez, Silveyra, Aguilar and Cuevas, will discuss Necessary pedagogical innovations: university internationalization initiatives and virtual environments in front of COVID-19, as the last chapter, Quitl, Nava And Jiménez, focus on Comparison of adaptation and family cohesion among adolescents with and without suicide risk in Tlaxcala.
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Book chapters on the topic "Feedback literacy"

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Yan, Zi. "Self-assessment and feedback literacy." In Student Self-Assessment as a Process for Learning, 107–21. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003162605-8.

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Myers, Tony, and Jaime Buchanan. "Developing Feedback Literacy in Emirati Undergraduates." In English Language Teaching: Theory, Research and Pedagogy, 305–19. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8888-1_20.

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Mammadova, Tamilla. "Grading and Feedback." In Academic Writing and Information Literacy Instruction in Digital Environments, 173–202. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-19160-2_7.

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Pitt, Edd. "Developing emotional literacy in assessment and feedback." In Innovative Assessment in Higher Education, 121–28. Second Edition. | New York : Routledge, 2019. | “[First edition published by Routledge 2006]”—T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9780429506857-11.

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Lee, Icy. "Classroom Assessment Literacy for L2 Writing Teachers." In Classroom Writing Assessment and Feedback in L2 School Contexts, 147–57. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3924-9_10.

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Rahman, Zeenat. "Seeking a virtuous feedback loop." In The Routledge Handbook of Religious Literacy, Pluralism, and Global Engagement, 407–15. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003036555-35.

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Sanchez, Hugo Santiago, and Kenan Dikilitaş. "Developing Academic Writing Literacy While Responding to Tutor Written Feedback." In Literacy Unbound: Multiliterate, Multilingual, Multimodal, 31–46. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01255-7_3.

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Gravett, Karen. "Learning from Feedback via Peer Review: Using Concept Maps to Explore the Development of Scholarly Writing Literacies." In Academic Literacy Development, 265–84. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2_14.

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Carless, David. "Learners’ Feedback Literacy and the Longer Term: Developing Capacity for Impact." In The Impact of Feedback in Higher Education, 51–65. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25112-3_4.

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Beaumont, Chris. "Developing Students’ Feedback and Assessment Literacy in Higher Education." In Encyclopedia of Educational Innovation, 1–7. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2262-4_17-1.

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Conference papers on the topic "Feedback literacy"

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Anderson, Khalil. "Real-time Feedback for Developing Conversation Literacy." In ICMI '22: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3536221.3557031.

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Heidari, Ali. "A Learner Feedback Literacy Study in a Computer-Supported Feedback System." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1687818.

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Wilder, Kimberly. "An Investigation Into Program-Level Approaches to Feedback: Influences on Students' Learning and Feedback Literacy." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1435384.

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Martinez Ricart, Mar, Teresa Guasch Pascual, and Anna Espasa Roca. "DISCREPANCIES BETWEEN THE SELF-PERCEIVED LEVEL OF FEEDBACK LITERACY AND THE FEEDBACK KNOWLEDGE IN ONLINE STUDENTS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1419.

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Shibani, Antonette, Simon Knight, and Simon Buckingham Shum. "Questioning learning analytics? Cultivating critical engagement as student automated feedback literacy." In LAK22: 12th International Learning Analytics and Knowledge Conference. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3506860.3506912.

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Mihno, Linda. "Influence of Factors Promoting Financial Literacy on the Achievements of Financial Literacy of Students in Latvia." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.26.

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The literature suggests that financial literacy depends on factors such as socioeconomic status/sociodemographic status, psychosocial and psychological factors, experience, and access to financial education, language skills, mathematical literacy and other factors. The aim of this study was to identify the factors that influence the financial literacy achievements of students from Latvia, focusing on the possibility to improve these achievements. The data analysis was performed with PISA 2018 Latvian data, which there were selected 25% of the participating students whose financial literacy performance was lower than the mean performance in mathematical and reading literacy and 25% of students whose financial literacy performance was considerably higher than the mean performance in mathematical literacy and reading literacy. Differences between these two groups showed factors that impact financial literacy achievements, excluding the possibility that the financial literacy performance of these students was high due to the mathematical and reading literacy. It was concluded that the financial achievements of students in Latvia are positively influenced by such factors as the socioeconomic status/sociodemographic status, psychosocial factors, and psychological factors (students with higher financial literacy achievements have a more negative attitude towards school but a more positive attitude towards life, less fear of failure and more a positive attitude towards competition, and clear plans for the future), accessibility of the financial education, time devoted to financial education, an accessible wide range of financial topics in education, experience in the financial environment, parents’ involvement, feedback from teachers in reading lessons. Keywords: Achievements of financial literacy, Financial Literacy, Mathematic literacy, OECD PISA 2018, Reading literacy.
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Bowler, Leanne, and Manuela Aronofsky. "Teen engagements with data in an after-school data literacy programme at the public library." In ISIC: the Information Behaviour Conference. University of Borås, Borås, Sweden, 2020. http://dx.doi.org/10.47989/irisic2015.

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Introduction. The study presents a preliminary model of teen engagement with data in the context of data literacy activities at the public library. The model contributes to knowledge in the area of human data interaction, specifically as relates to the affective domain, to data literacy, and to the special context of informal learning at the public library. Method. The study takes a critical data literacy stance and is framed by theory about interest and engagement drawn from the field of informal learning. Analysis. Data analysis was inductive and iterative, proceeding through multiple stages. Open coding of feedback forms and the observation notes from twenty-seven data literacy workshops for teens revealed facets of teen engagement with data in the public library. Results. Feedback forms completed by teen participants suggest high interest and engagement with data during the data literacy activities. Themes derived from analysis help to tell the story of youth engagement with data literacy at the public library, including: personal connections to data, embodied learning, interactions with data through facilitation techniques (analogy as one such example), opportunities for inquiry and discovery, social arrangements that encourage interaction, and adopting a playful attitude to learning. Conclusions. Future research in youth data literacy programmes at the public library should further explore the variables of engagement identified in this study.
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Espasa, Anna, Rosa Maria Mayordomo, Teresa Guasch, and Montserrat Martinez-Melo. "IS STUDY DISCIPLINE A RELEVANT VARIABLE IN RELATION TO STUDENT FEEDBACK LITERACY?" In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1347.

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Parker, Michael. "Embedding authentic feedback literacy in design students: A new model for peer assessment." In DRS2022: Bilbao. Design Research Society, 2022. http://dx.doi.org/10.21606/drs.2022.384.

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Hoo, Hui-Teng. "Developing Sustainable Feedback Literacy in an Undergraduate Business Course: A Mixed-Methods Study." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1687231.

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