The past years have witnessed an increase in the number of studies examining the effects of studying abroad on labour market outcomes using advanced methods of causal inference. On balance, these studies suggest that studying abroad can positively affect graduates’ labour market performance. Only recently, the debate has shifted towards a systematic examination of heterogeneity in the returns to studying abroad. While this research has highlighted social inequalities in the returns to studying abroad depending on graduates’ social origin, we do not know whether returns to studying abroad differ by gender. However, such an analysis is highly relevant not only for the study abroad literature and higher education policy, but also for sociological and economic research addressing gender gaps in labour market performance more broadly. Does studying abroad constitute a mechanism which increases or decreases the gender wage gap? Drawing on the social role theory of sex differences, human capital theory, and signaling theory, we develop theoretical explanations for the existence of gender-specific effects of studying abroad on graduates’ labour income. We test these explanations using data from the Germany-wide 2005 DZHW Graduate Panel. These data allow us to examine the development of gender inequalities in the returns to study abroad during the first ten years of graduates’ careers. To model selection effects and approximate causal effects, we employ matching techniques, that is, both propensity score matching and a Heckman correction. We have concluded our data preparation phase and are currently producing our first set of results.
Girls in the Juvenile Justice System are routinely having their phones and internet access removed as a part of court orders. Inspired by Bronfenbrenner’s Ecological Systems theory, this paper will demonstrate that phone removal causes a rupture to the girls’ digital ecology which exasperates the condition of strain in which crime and victimizations occur. Findings are generated from an ethnographic study that took place in a north eastern US city. This study looked at the role that phones and social media played in the criminalization and victimization of girls involved with the courts. 42 girls took part in focus groups and a series of interviews. 22 human service professionals were also interviewed. Over 50 hours were spent observing in court related meetings. Findings will demonstrate that removing the phone misunderstands the conditions and causes of technology facilitated crime and victimization along the online/offline binary. This research shows a phone is not simply an object but rather an environment and space full of social and structural interactions. Understanding the phone as part of a broader ecology illuminates why girls would subsequently commit more serious crimes to regain access to their digital ecology in an effort to protect themselves from harm.
While the internet provides ample opportunities for children to constructively engage with information and content, there also exist risks that are detrimental to their physical, social and psychological well-being. This study explores children’s self-reported experiences of online risks and their adopted risk mitigation strategies. Using eight focus groups consisting of fifty-one high school students from three communities in Trinidad, children were interviewed about their experiences online and the strategies used to ensure their safety. The results indicate that although it is acknowledged that children are aware of a multiplicity of risks, they only experience certain types of risks. Most children identified strategies and action which they believe allowed them to securely navigate the internet and social networking platforms. Additionally, whilst children did not specify the sources of their risk awareness or recall how they learned their risk management strategies, their behaviours online were mediated by parental concern in the form of parental monitoring. Although parental monitoring can be an effective strategy, the possibility exists that parents are not acutely aware of the plethora of risks that exist and as such are limited in monitoring their children from unknown and unexperienced risks. Consequently, this study questions the ability of children to mitigate unexperienced risks. An examination of parenting styles associated with their willingness to be informed about other potential online risks may be the ideal method that can be used to assist children in successfully mitigating online risks that they may not be aware of and have not yet experienced.
Recent headlines have been inundated with disclosures from past and present student’s stories of of sexual harassment and assaults across many influential secondary schools. Accompanying these stories have been the usual calls by particular commentators ready to blame pornography as the root cause of the problem. Pornography has been singled out from broader media ecologies as the cause of misogyny, violence against women; negative body image; but predominately is the fear that young people are learning more about sex from pornography, than from adult gatekeepers, mistaking porn for a manual for sexual intimacy. Much of the discussion of pornography talks of young people being ‘exposed’ to pornography; completely ignoring the fact that some young people actively choose to engage with pornography to satisfy their curiosity and for their own pleasure. However, research has shown, by discussing pornography solely in terms of harm, may negatively influence people’s perceptions of their own use, increasing shame, and embarrassment. Unfortunately, social conditions persist where attitudes to teenage sex are seen as problematic and the majority of parents and safe adults who work with them, refuse to acknowledge young people’s right to sexual citizenship. This is especially true for young women. Sex is still something that happens to women, that teenage boys do to girls. Perhaps, instead of focusing on porn, we concentrate on acknowledging young people’s right to sexual citizenship (especially that of young women); enabling them to recognise their own sexual rights and pleasures, developing empathy and the importance of acknowledging others rights too.
Image-based sexual abuse (IBSA) involves the taking or sharing (including threats to share) of intimate images of another person without their consent. Whilst the experiences of IBSA among adults has been documented, little research has examined such experiences among youth. This study aimed to address this gap by reporting on the extent and nature of IBSA and intimate image sharing, the impacts and fears of victims, the motivations of perpetrators, and the reactions of bystanders, among youth. To achieve this aim, a survey was carried out with 293 Australian respondents aged between 16 and 20 years. Results showed that 1 in 4 respondents had been victims of IBSA and 1 in 10 had been perpetrators of IBSA. The majority had targeted, or were targeted by, those with whom they had a previous close relationship. Perpetrators in most cases were motivated by the belief that it was funny and/or sexy or flirty, to get back at the person, or to impress friends. Victims experienced negative impacts on work/study performance and relationships. Half of the respondents had been bystanders of intimate image sharing and many reported feeling uncomfortable or embarrassed when shown or sent these images. Together, these findings highlight the pervasive nature of IBSA and its impacts. Implications surrounding the importance of the peer context, focusing upon consent and healthy relationships within education, and the need to challenge victim-blaming rhetoric associated with IBSA and intimate image sharing, are considered.
This paper examines how teenagers construct notions of risk and responsibility in relation to both ‘offending’ and ‘offensive’ behaviour on social media – concepts that are easily conflated among discussions of how to best address online harms (e.g., via legislation, regulation, education, etc.)
Findings are based upon interactive focus-group workshops with 189 pupils aged 11- 18 years old. Pupils articulated how ‘risky’ they thought certain content or conduct was in response to 12 stimuli example posts (ranging from the mildly inappropriate to serious criminal issues).
Using a framework of labelling theory of deviance, analysis shows how understandings of digital risk are underpinned by a multitude of pre-existing social, cultural, legal, political, and moral subjectivities. This creates complexity, confusion and contradiction – even among small homogenous groups – when it comes to ideas about criminality and culpability online.
For example, sharing an indecent video of a girl elicited the most disagreement and debate, despite numerous education initiatives re: image-sharing among under 18s. Meanwhile, a joke about blowing up an airport had a high consensus as the riskiest example (despite Paul Chambers famously having his conviction quashed in 2012).
The intended impact of this research is to raise awareness of the active role children play in upholding (or challenging) rapidly diverging social norms and boundaries online. As they represent both prolific consumers and producers of digital content, an understanding of young people’s perspectives is essential for policy makers working across the fields of law, criminal justice, education, and new media and technology.
Youth-produced sexual images have been at the heart of moral panic and child protection concerns within public and legal discourse in the UK. This anxiety revolves around the notion that young people’s sharing of sexual images inherently triggers a chain reaction of harms and losses; from lost images, to lost innocence, lost privacy, and lost rights. Although the Protection of the Children Act 1978 and the Criminal Justice Act 1988 prohibit the circulation of nude images of under 18s in England, the criminal prosecution services have expressed a reluctance to criminalise young people for sharing images consensually amongst their peers. The non-legality of youth-produced sexual images means that educators and practitioners are unable to address the lived experiences of young people’s digitally-mediated relationships. As a result, young people are encouraged to refrain from sharing sexual images through deterrent-focused education messages, as exemplified by the Direspect NoBody campaign. I observe that this doubly negative framework upholds gendered double standards of sexual propriety and paradoxically engenders the very harms its aims to prevent, leaving young people who are exposed online unprotected. In this paper I aim to disrupt the victim-blaming discourse held in a dominant ‘pedagogy of regret’ and call for digital and sexuality education frameworks which promote a model of collective responsibility and a pedagogy of respect. Shame, loss and harm need not be a forgone conclusion for young people in the context of positive sexual rights and educational messages that Respect EveryBody.
Recent decades have seen a rapid decline in mental health among early adolescents. Moreover, new patterns have emerged in mental health issues, as a higher number of children from more resourceful backgrounds are getting affected in ways previously unseen. This development has by some researchers been described as a “new form of marginalization”, where mental health issues are no longer predominantly present among traditionally marginalized groups. A growing number of researchers have linked the decline in mental health among youth to a rise in experienced performance demands in general, but particularly in relation to social media. This study aims to understand how early adolescents’ experiences of performance demands when engaging with social media and their general well-being are structured by gender and class. The study was conducted among pupils in lower secondary education in Denmark and consists of focus group and individual interviews evenly distributed between four schools varying greatly on socioeconomic status of the school district (n=80). Connections between experienced performance demands on social media, self-critique and mental health complaints were common among middle/upper middle-class girls. However, girls also more often felt pressure to present stereotypical representations of gender and idealized versions of themselves on social media, but also felt surveilled and at risk of being labeled as “slutty”, shameful or lacking self-respect. Many middle/upper middle-class boys hardly ever posted pictures of themselves to a wider audience, as gender stereotypical representations of boys were viewed as distasteful and associated with masculine working-class culture.
This paper is derived in a larger study funded by the charity Catch22, which involved extensive focus groups and interviews conducted with 42 children and young people aged 10-22 years, during the COVID-19 lockdowns in the United Kingdom. A large number of the children and young people involved had experience of the criminal justice system, the care system and alternative education programmes. The study explored their experiences of online platforms, social media platforms, apps and gaming; experiences of online harms and the impact this had on their lives; perceptions of what ‘acceptable use’ is in online spaces; views on law enforcement’s role in addressing online harms and what future regulatory frameworks and arrangements should be developed. Further, the study included 15 qualitative semi-structured interviews with key stakeholders and professionals from police, safeguarding, youth work, victim service provision, tech and gaming companies, regulators and wider industry. It also involved collection and analysis of quantitative data from service providers pre-pandemic and during the UK lockdowns. This paper will explore the significance of sibling support. It will draw on the theory of ‘siblingship’ as developed by Goetting (1986). Young people described assisting younger siblings who experienced ‘unwanted content’ and ‘unwanted contact’. More broadly in relation to online safety, Third et al. (2013: viii) noted that older siblings can play a key role in ‘supporting the safe online engagement of younger users’. This paper also explores how young people refer to challenges and issues for younger children in online spaces, utilising them as an example of why better protections should be put in place.
Rather than being merely instrumental, social networking sites have become increasingly integral to the ways in which young people experience themselves. A popular cultural narrative of superficiality has been promoted with regards to social media, with users often criticised for being fake and self-absorbed. Focussing upon Instagram and Snapchat this paper seeks to re-locate discussion, questioning the perceived conflict between virtuality and authenticity, as well as challenging the widespread view that social media only has the capacity to foster narcissism. Working from a philosophical, phenomenological perspective, this paper develops ideas of ‘self-reflection’ and a ‘reflected-self’ in order to offer answers to the question ‘Who am I?’. Building upon the notion of storytelling, the constructive gaze, and visual communication it argues that SNS offer a different way of engaging with the real vs fake debate. Rather than arguing that social media encourages narcissistic portrayals of a fake, superficial veneer of life, perhaps born out of insecurity, it suggests that status updates can play an important role in authentic self-formation during adolescence.
Feedback plays an important role in acquiring a highly complex skill such as writing. Currently, feedback aiming to improve the writing process is scarce. In practice, teachers usually give feedback on the writing product. However, given that it is the writing process that generates the product, feedback on the writing process is valuable and should be taken into account as well.
We conducted an intervention study to explore the effects of two types of process-oriented feedback. A total of 67 Dutch students (grade 10) were randomly assigned to one of the feedback conditions. Each student wrote three synthesis texts (texts in which information from different sources is integrated) at three measurement occasions and received individual feedback at measurement occasion 2 and 3, prior to writing a new text. Participants received a customised process report generated with keystroke logging tool Inputlog, providing them with numerical and visual information on several aspects of their personal writing process. The process report was embedded into a feedback flow in which students were encouraged to reflect on their writing. In the position-setting feedback condition, students compared their writing process to that of students with a similar text quality score. The students in the feed-forward feedback condition, compared their writing process to better scoring students. These exemplary writing processes were selected from a national baseline study with more than 700 Dutch students. In our presentation we will focus on the development and implementation of the different feedback types. Moreover, we will present results on the effectiveness of the feedback: in the feed-forward condition the intervention was effective. When comparing the students’ progress to a national baseline study (serving as control group), we can conclude that in one week they made a progress comparable to one year of regular schooling.
In this study, we further elaborate on the notion of teacher feedback literacy by drawing on sociocultural theories of human learning and development (Linell, 2009; Vygotsky, 1978). We propose that feedback literacy is a social practice rather than an inherent trait or skill of a teacher. Feedback literacy is enacted, and further developed, through interactions and dialogues between teachers and their environments. Based on this assumption, we investigate how university teachers enact feedback literacy in interaction with other colleagues during peer mentoring (PM) meetings.
During PM, teachers meet regularly to discuss difficult cases from their teaching and supervision work and peer-mentor each other. Drawing on video observations from a sequence of peer mentoring meetings, we examine how teachers jointly enact feedback literacy by reflecting on past and prospective feedback dialogues, and the cognitive and social-affective support they are providing to their students.
The findings indicate that teachers discuss a wide array of issues related to their feedback practices during PM. The topics include challenges of helping students to understand feedback comments, managing students’ emotions related to critical feedback and making students aware of their strengths and weaknesses. An illustrative example is a teacher sharing her experiences of a student struggling with conducting qualitative data analyses. Together with her colleagues, the teacher defines the problem clearer and outlines an action plan to address the problem. This empirical illustration contributes to our understanding that teacher feedback literacy is a joint enactment of teachers making sense of their students’ challenges with feedback and of how they may support their students’ understanding and use of feedback in the future. In addition, our study further advances the empirical insights into typical challenges teachers face related to their feedback practices and what it means concretely to act and reflect in a feedback-literate way.
To encourage feedback literacy as a steppingstone towards a lifelong learning mindset, it is important for students to understand and actively engage with feedback. Especially for first-year students it is important that feedback is targeted and coherent. However, the teaching staff currently has no possibility to follow up on feedback from colleagues and mainly gives feedback based on their own personal view which makes targeted and coherent feedback challenging.
The final goal of this project is to develop a feedback ecosystem as a set of interconnected tools where students, teaching staff and student counsellors can follow up the progress of the students throughout their intensive laboratory sessions and projects. The tools should encourage students to interact with their collected feedback. A first step in this development process is defining a rubric for evaluation and the development of a tool to be used as a framework to align the feedback given by the teaching staff.
To measure the impact of the developed feedback ecosystem, the feedback literacy of our first-year students will be analysed during a PhD trajectory. A questionnaire early in the academic year followed by focus group discussions at the end of the first semester, will help to understand first-year students’ prior experiences with feedback. A similar questionnaire and additional focus group discussions at the end of the academic year, will show if students advanced and will help to identify reasons which prevent them from consulting and engaging with feedback. New cohorts of first-year students will be followed for three consecutive years to analyse how changes in the feedback ecosystem affect student feedback literacy.
The continuous follow-up of the skills and perceptions of the students will help to identify the priorities in the successive development of the feedback ecosystem and to achieve a positive impact on feedback literacy.
Developing Students’ Feedback Literacy in Higher Education: Effect of a Training Program and Goal Orientation on Students’ Feedback Seeking Behaviour in Workplace Learning
Sonja Broerse1 & Martijn J. M. Leenknecht2
1 Utrecht University, Utrecht, The Netherlands
2 HZ University of Applied Sciences, Vlissingen, The Netherlands
Several studies indicate discontent amongst students about feedback practices in higher education and medical practices (Noble & Hassell, 2008; Urquhart et al., 2014; Winstone et al., 2017), while we know from previous research that students’ understanding and perception of feedback determines whether feedback achieves its’ objective (Boud & Molloy, 2013). We need students to be actively involved in feedback uptake (Carless & Boud, 2018) and feedback seeking behaviour (Leenknecht et al., 2019), in order to make feedback practices effective. Key element is students’ feedback literacy (Carless & Boud, 2018), as students’ shortcoming in feedback literacy levels hampers feedback effectiveness in higher education. Current curriculum in higher education does not always appear to offer means for improving students’ understanding of their role in feedback processes (Noble et al., 2019b). Feedback literacy benefits students’ feedback engagement and feedback seeking behaviour (Noble et al., 2019b). Similarly, goal orientation antecedes feedback seeking behaviour (Leenknecht et al., 2019).
Building on previous research by Noble et al. (2019a, 2019b), the current study investigates the effect of feedback literacy training and goal orientation on students’ feedback seeking behaviour in workplace learning in a teacher training programme using a quasi-experimental research design. At a Dutch university of applied sciences an experimental group was subjected to a two part feedback literacy training, whilst the control group was not. Feedback seeking behaviour and goal orientation were measured before the first and after the last intervention. A manipulation check was executed to determine what students had learned. Two factorial between group analyses (ANOVA) were performed to investigate the effects. The experiment ends in December.
Feedback can have substantial influence on learning and development if students are – or are supported to become – ‘feedback literate’. Student feedback literacy development, however, is not a homogenous process occurring in a vacuum, as feedback is a socio-cultural practice that involves different individuals (students, staff, peers), their experiences (previous, present and ongoing), and the diverse academic contexts in which it takes place.
Presently, higher education contexts reflect a highly diverse body; transitioning international students and UK-based educators are likely to be familiar with different feedback cultures and context-specific feedback practices. Consequently, international students are often asked to develop a ‘new’ feedback literacy that is ‘aligned’ to that of educators. Two questions then arise: (1) is academics’ feedback literacy to which students are asked to ‘align to’ homogenous across the staff body? (2) How can educators support international students’ development of feedback literacy avoiding assimilationist approaches?
Student perspectives on this were captured as part of a larger longitudinal narrative inquiry into international postgraduate taught students’ experiences with assessment and feedback, framed by theories of intercultural competence. Student narratives seem to suggest that academics’ feedback literacy is not homogenous: the way in which educators conceptualise and operationalise feedback varies, as do the approaches they take to foster and scaffold student feedback literacy development. Student stories seem to point out that teachers’ academic backgrounds, A&F histories, values, and beliefs play a significant role in this. Further, educators’ intercultural competence within contexts of assessment and feedback seem to impact on the approaches they take to support student development of ‘intercultural’ feedback literacy.
Overall, student narratives highlight the importance of fostering effective communication between students and staff. This presentation will explore how development of intercultural competence within contexts of assessment and feedback might support a culturally sensitive and aware co-development of feedback literacy.
Introduction – To safeguard quality and safety in modern day healthcare, health professionals from different specialties need to learn how to communicate with one another and to effectively use feedback. Providing the principles of interprofessional feedback can support teachers in preparing students for giving and using feedback in dialogues with interprofessional peers.
Aim – In this study we aimed to develop principles for giving and using interprofessional feedback, by combining findings from a literature study with outcomes of a Delphi study on feedback and interprofessional education.
Materials and methods – We performed a critical review of the literature on feedback, and on interprofessional education resulting in an initial framework with seven feedback criteria and corresponding principles. These principles were input for a Delphi study amongst international, leading scholars in the fields of feedback (n=5) and interprofessional education (n=5). In two rounds, experts’ individual (dis)agreement with the content and structure of the initial framework, as well as their suggestions for improvement were collected and used to improve the framework.
Results – The final framework consists of seven criteria regarding feedback dialogues: 1. Open and respectful; 2. Relevant; 3. Timely; 4. Dialogical; 5. Responsive; 6. (supports individual) Sense making; and 7. Actionable. For each criterion, the framework describes feedback principles for the feedback provider and user as well as specific elements that should be taken into account in an interprofessional health care context. Expert agreement with the framework increased between the two rounds of the Delphi study.
Discussion – The resulting framework can provide guidance to teachers and students in interprofessional education, therewith contributing to both student and teacher feedback literacy. Future research may investigate: if and how students improve in giving and using feedback after using the framework and hindering and supporting factors for applying the principles in their clinical rotations.
An extensive body of literature exists on the need for pre-service teachers to develop feedback literacy (Carless & Boud, 2018). This is a crucial factor in teaching and learning success because assessment may assume positive educational significance for both teachers and students (Popham, 2006; Stiggins, 2004; Winstone & Carless, 2019). It is essential in Italy to act as soon as possible through targeted strategies because pre-service teachers come into contact with their workplace very soon. A significant amount of internship hours are expected from the second year of the course; many of them are also already working at school with permanent or temporary contracts.
To this aim, we intend to create a specific learning path aimed at enhancing assessment and feedback skills, conceived as key competences for lifelong learning (European Commission, 2018). According to the Life Skill for Europe project’s theoretical framework, a feedback literacy path could strengthen personal and interpersonal capabilities (Life Skill for Europe, 2017). The learning path will be structured according to the European Qualification Framework model (European Commission, 2005). Participants will receive an Open Badge, which formally testifies the gain of professional and transversal skills at the European level.
According to the Student Voice (Cook-Sather, 2010) and the Students as Partners (Healey et al. 2014) approaches, for the planning of the FL path within the degree in Primary School Education at the University of Verona (Italy), we intend to involve students who in previous years have already participated in this type of training experience (53 fourth-year students in 2019, 25 first-year students in 2020). The overall structure of those first FL experiences was inspired by Winstone & Nash’s Engagement with Feedback Toolkit (2016) (Bevilacqua & Girelli, 2020).
The students’ perceptions have been gathered through a SWOT analysis used to evaluate teaching programs and identify areas for development (Dyson, 2004) and then analysed through the inductive content analysis (Elo & Kyngas, 2008). Preliminary results (2020 data analysis is ongoing) are consistent with the literature, which stresses the need to incorporate FL experiences within the curriculum (Malecka, Boud & Carless, 2020). On the other hand, students refer to the need not to exceed the study load because training experiences based on active learning, although effective, require a considerable commitment.
The importance of engaging student agency is often mentioned as a key feature of feedback practices. Commonly, the concept of agency is used to refer to students’ active role in the process of offering, receiving and acting upon feedback information. However, the notion of what student agency means is often taken-for-granted and rarely elaborated. Furthermore, earlier literature has mainly focussed on individualised and psychological conceptualisations of the term. What could feedback design learn from the idea of ‘agency’ – that dates back to writings of authors such as Aristotle and Kant? In this presentation we briefly introduce three conceptualisations for ‘student agency’ (sociomaterial, authorial and discursive) as proposed in earlier sociological and philosophical literature to understand the sociocultural aspects of feedback processes and students’ feedback literacy. Most importantly, we introduce what these three theoretical frameworks can offer us to further understand and develop feedback design in higher education. For instance, we highlight the importance to consider how agency is shared between humans and non-humans such as computers (sociomaterial agency), how feedback could be framed as a way of community-building (authorial agency), and how effective feedback practices could aim at disrupting student positioning as ‘performers’ rather than as lifelong learners (discursive agency). Overall, these three conceptualisations highlight the importance of structural changes for the contexts of feedback as a part of feedback interventions aiming to promote ‘student agency’.
The importance of engaging student agency is often mentioned as a key feature of feedback practices. Commonly, the concept of agency is used to refer to students’ active role in the process of offering, receiving and acting upon feedback information. However, the notion of what student agency means is often taken-for-granted and rarely elaborated. Furthermore, earlier literature has mainly focussed on individualised and psychological conceptualisations of the term. What could feedback design learn from the idea of ‘agency’ – that dates back to writings of authors such as Aristotle and Kant? In this presentation we briefly introduce three conceptualisations for ‘student agency’ (sociomaterial, authorial and discursive) as proposed in earlier sociological and philosophical literature to understand the sociocultural aspects of feedback processes and students’ feedback literacy. Most importantly, we introduce what these three theoretical frameworks can offer us to further understand and develop feedback design in higher education. For instance, we highlight the importance to consider how agency is shared between humans and non-humans such as computers (sociomaterial agency), how feedback could be framed as a way of community-building (authorial agency), and how effective feedback practices could aim at disrupting student positioning as ‘performers’ rather than as lifelong learners (discursive agency). Overall, these three conceptualisations highlight the importance of structural changes for the contexts of feedback as a part of feedback interventions aiming to promote ‘student agency’.
The focus of feedback research is extending from studies on the form of effective feedback, to studies on proactive feedback engagement of its receiver. However, studies keep showing that feedback often is not used to its full potential. This is often explained by students not being prepared for this proactive role in feedback. It is thus vital for teachers to explicitly address and support this to their students. Therefore, drawing from the concept of the Zone of Proximal Development, this paper presents an instructional model for feedback engagement.
The model outlines feedback engagement as comprising two student responsibilities each containing two feedback engagement strategies. The first student responsibility is to show independent problem solving, including the strategies: (1) making sense of feedback on a task, process, and self-regulation level and (2) using feedback through goal-setting and action-planning. The second student responsibility is to share information that is relevant to their development, including the strategies: (3) communicating on feedback use and (4) seeking feedback. For strategy 3 the acronym SUPER is developed to support students in sharing relevant information on feedback use.
SUPER: Shared perception, Use of feedback, Product improvements, Emotional impact, Request for feedback.
For strategy 4 the acronyms POWER and CLOSER are developed to support students in asking for relevant and concrete feedback.
POWER: Problem definition, Option overview, Weights of options, Express own preference, Request for feedback.
CLOSER: Context, Learning Objective, Self-Evaluation, Request for feedback
Based on this instructional model, an extended definition for feedback engagement is proposed including all four strategies. This fits in the current development of viewing feedback from a programmatic perspective. It aims to provide teachers with concrete tools to support their students’ feedback literacy and thus proactive feedback engagement. The ultimate goal of feedback literacy is to prepare students to be lifelong learners.