A Cross-Professional Collaborative Educational Approach to Building Student Feedback Literacy

Anbarasu Thangavelu, Tyler Cawthray, Ron Pauley

Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review


Understanding and engaging with assessment feedback is a crucial step in contributing to a student's development of academic skills and content knowledge. However, in order for feedback to be effective, students need to be aware of its importance and how to engage with it. Preliminary benchmarking of the tertiary education sector in Australia demonstrates that publicly and openly accessible student resources on feedback are not available. Rather, most student resources at universities focus on common academic and study skills. At the University of Southern Queensland, a student resource was developed to inform students on the value of feedback and how to engage with it through a three-step process. This resource was embedded in first-year courses as part of a suite of academic and study skills resources. This chapter explores how student feedback resources have the potential to positively contribute to student feedback literacy, learning and development.
Original languageEnglish
Title of host publicationTechnology-Enhanced Formative Assessment Practices in Higher Education
EditorsChristopher Ewart Dann, Shirley O'Neill
PublisherIGI Global
Number of pages13
ISBN (Electronic)9781799804277
ISBN (Print)1799804267
Publication statusPublished - 2020


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