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Improving student feedback literacy in e-assessments: A framework for the higher education context
T. Wongvorachan, O. Bulut, Y. Tsai, M. A. Lindner

Improving student feedback literacy in e-assessments: A framework for the higher education context

Trends in Higher Education, 1(1), 16-29

For students, feedback received from their instructors can make a big difference in their learning by translating their assessment performance into future learning opportunities. To date, researchers have proposed various feedback literacy frameworks, which concern one’s ability to interpret and use feedback for their learning, to promote students’ feedback engagement by repositioning them as active participants in the learning process. However, the current feedback literacy frameworks have not been adapted to digital or e-Assessment settings despite the increasing use of e-Assessments (e.g., computer-based tests, intelligent tutoring systems) in practice. To address this gap, this conceptual paper introduces a feedback literacy model in the context of e-Assessments to present an intersection between e-Assessment features and the ecological model of feedback literacy for more effective feedback practices in digital learning environments. This paper could serve as a guideline to improve feedback effectiveness and its perceived value in e-Assessment to enhance student feedback literacy.