Student and Teacher Feedback Literacy in the Context of Programmatic Assessment.

Abstract

Programmatic assessment is an approach to the design of an assessment program with the aim to simultaneously optimize its learning function and its decision-making function. In programmatic assessment, feedback has a dual purpose: feedback is essential for learning but is also used as input for later (summative) decision-making. This dual purpose makes feedback practice important in programmatic assessment, but can also lead to challenges in the feedback process. The feedback literacy framework developed by Carless and Winstone (2020) is consistent with the view of programmatic assessment, in which students are seen as active self-directed learners who are stimulated to drive their own learning through the use of feedback. This framework is used to evaluate how feedback literacy features are characterized in an educational program were programmatic assessment was implemented recently. In a single case study students and teachers were interviewed separately with a semi-structured interview-protocol in focus interview groups and individual interviews. Using template analysis an additional model is presented of the feedback literacy framework. Results showed that in a context of programmatic assessment students and teachers need more specific feedback literacy features like coaching skills (teachers) and self-directed learning skills (students). Due to the dual purpose of feedback, some other additions to the original features are required to make sure feedback can be used for the summative decision. Since there is no earlier research on feedback literacy in a context of programmatic assessment, more research can needs to be done on this topic.

Date of Award	17 Jul 2022
Original language	English
Supervisor	Liesbeth Baartman (Supervisor)