Feedback Literacy in Higher Education: A Mixed Methods Examination into Student Perceptions of Feedback Literacy & Feedback Processes Using the DEFT Toolkit as a Training Intervention

Feedback Literacy in Higher Education: A Mixed Methods Examination into Student Perceptions of Feedback Literacy & Feedback Processes Using the DEFT Toolkit as a Training Intervention

Alvin Sherman Library

Feedback literacy has emerged as a critical skill in higher education, enabling students to actively engage with, interpret, and apply feedback to improve their learning outcomes. Despite its significance, there is limited research examining how students perceive their own feedback literacy and how they engage with feedback dependent mechanisms, such as Student Evaluation of Teaching (SETs). This study aims to investigate student perceptions of feedback literacy and feedback processes using the Developing Engagement with Feedback Toolkit (DEFT) as a training intervention. A mixed-methods approach was employed, incorporating pre- and post-intervention surveys, a scenario-based assessment in which students evaluate a mock class and provide feedback, and follow-up open-ended surveys. Quantitative data will be analyzed using Likert-scale items to measure feedback literacy dimensions, while qualitative insights will be gathered through open-ended questions and analyzed thematically. The study seeks to assess how targeted interventions, such as the DEFT Toolkit, impact students' feedback engagement and their perceptions of the feedback process. By exploring how these interventions influence feedback literacy, this research will contribute to a deeper understanding of feedback processes and provide actionable recommendations for improving curriculum design and fostering educator-student collaboration in higher education.