Interventions to improve students’ feedback literacy

Cut-and-paste or tailored to the curriculum?

Abstract

Feedback literacy has been identified as a key capability to promote in higher education, such that individuals can make the most of the imperfect feedback situations they find themselves in, both within their studies and the world beyond – work and life inclusive, and increasingly digital. Recent attention has turned to interventions that can improve student feedback literacy. These have largely been context-specific and focused on particular feedback opportunities that have been created within a unit or module of study. However, the enacted components of feedback literacy as established by Dawson et al (2024) are relatively generic, and so it may be possible to support the development of students’ feedback literacy more generally. This symposium will welcome debate on the level of tailoring of feedback literacy interventions, and offer insights into interventions which may improve students’ feedback literacy regardless of context, building on psychological theories of health behaviour change.