Supporting student and teacher feedback literacy: an instructional model for student feedback processes

Abstract

Within the new feedback paradigm, the concept of student and teacher feedback literacy is gaining more and more attention, with most studies focussing on what it entails and how it can be supported by design. This paper contributes to this, by focussing on what students can do with feedback information. It proposes an instructional model for student feedback processes with the student activities seeking-, making sense of-, using- and responding to feedback information and specific prompts all four activities. Following Vygotsky, the model is built on the premise that effective feedback processes take place in social interaction with a more knowledgeable peer in the Zone of Proximal Development. In doing so, this is the first paper that addresses what students can do to contribute to scaffolded learning from feedback. The instructional model can be used by students to process feedback information and can be used by teachers to scaffold students’ feedback processes. So, it is intended to support both student and teacher feedback literacy and their interplay. Future studies need to empirically validate the effectiveness of this instructional model.