Feedback literacy de alumnos en Educación Superior: revisión sistemática y síntesis temática

Published: 29 November 2021| Version 1 | DOI: 10.17632/v4yjj8y22s.1
Daniel Jiménez


Feedback has an enormous potential to improve student learning. However, that remains an unrealized potential due to different factors. Among this factors, the lack of appropriate skills to understand, interpret and apply feedback has been pointed out. That set of skills is known as feedback literacy. Unleashing the full potential of feedback requires the right level of student’s feedback literacy. This is still a challenge for teachers. This research aims to achieve a better understanding of the concept of feedback literacy and gather information about how to enhance students feedback literacy through a systematic review and a thematic synthesis of the qualitative literature. On the one hand, feedback literacy is a situated, multidimensional and emergent set of skills. On the other hand, the most appropriate way to develop feedback literacy is to involve students in participatory asseessments practices and training to participate in feedback processes. Since we are dealing with an emergent research topic, one of the main conclusions point out the need to discover what works, for whom and under what circumstances when it comes to improving students' feedback literacy. Appendix Tables included.



Education, Higher Education, Assessment, Feedback