A Design-Based Study Of Secondary Students’ Feedback Literacy Development

In teaching activities,feedback is a key part that affects the learning effect.However,as the research community continues to explore how to adjust the level of detail,frequency,timing,and form of feedback,feedback is still often difficult to achieve ideal results in front-line practice.The assumption behind these explorations are: the essence of feedback is the simple process from initiation to the reception of information.As long as the teacher decorates the feedback exquisitely,students will automatically achieve good changes.Under this assumption,students agency in the feedback progress is ignored.In order to get out of the dilemma of invalid feedback,the research community has proposed the concept of student feedback literacy since 2012,that is,the ability of learners to actively understand feedback information and use it to enhance work or learning strategies,and the active role of students in the feedback closed loop has begun to be paid attention to.In the past ten years,the international research community has accumulated relatively solid researches about the conceptual exploration,model construction,and cultivation strategies of student feedback literacy,but most of them are based on theoretical speculation and rooted in the context of higher education in European and American Countries.The empirical research of student feedback literacy in secondary education in China appears to be insufficient.This study adopts the approach of design-based research,taking the Chinese composition teaching in a high school as the context,and explores the feedback literacy performance types,developmental trajectories,and helps and challenges students perceived during the experience of feedback literacy developing by collecting quantitative data of the student feedback literacy scale,qualitative data of the reflection diary,and physical evidence of peer assessment and example learning.The research results show that in the context of Chinese composition in senior high school,there are three types of performance of students’ feedback literacy:understanding the purpose of feedback,participating in and explaining feedback,and using feedback to guide actions.By using the feedback literacy scale and the feedback literacy performance scoring rules generated by the research to trace the developmental trajectories,this study found that:(1)students have a good preparation in understanding the purpose of feedback and judging the quality of feedback from others;(2)taking part in peer assessment activities can effectively improve students’ awareness and action of actively seeking feedback,and make students emotionally prepared to accept criticism;(3)the practice of example learning,imitation and modification can help students improve their ability to clarify goals,make plans,take action in response to feedback;(4)and,the overall development level of students’ feedback literacy performance presents a trend of fast first and then slow;(5)at the same time,there are general individual differences in the development trajectories of different students’ feedback literacy performance.For the learning experience in the process of developing feedback literacy,students mainly experience three kinds of effective help,namely:(1)clear scoring rules and their in-depth processing,(2)curriculum settings and environments that support response feedback and it’s revision action,(3)teacher’s feedback on peer assessment,example learning,and reflection diary;students perceive three developmental challenges,namely:(1)friendship concerns and professional doubts in peer assessment,(2)stress from the learning ecosystem,(3)still don’t know how to do at the stage of modifying.Based on the relevant findings,this study puts forward the following discussions and suggestions: First,the understanding of the concept of student agency in feedback should shift from a defect model to an enabling understanding of environment situated performance.Secod,the teacher’s role should change from the feedback giver into the creator of a supportive learning environment,the role of students should change from passively waiting for feedback to actively seeking and utilizing resources.Third,teacher need to establish shared scoring rules and cultivate students’ awareness of evidence.Finally,the performance types,performance level and developmental trajectory of middle school students’ feedback literacy which this study found can provide reference for teachers to identify students’ development stages in the training process and enhance the training effect.At the same time,in order to help students overcome the difficulty in the stage of taking action,teachers need to give students more follow-up support during the revision phase.