One of the key enablers for learning is feedback. The student’s experience receiving feedback can have long-lasting impacts on their beliefs, motivation and behaviour, which influences academic achievement levels and lifetime learning potential (Carless & Boud, 2018). For students to become proactive in the feedback loop process, they require competencies (understandings, capacities and dispositions) for the feedback process, known as Feedback Literacy (Carless & Winstone, 2020). Student Feedback Literacy (SFL) describes the necessary competencies for students to effectively and proactively engage and act on feedback to improve their learning ability (Sutton, 2012). Whilst the student feedback literacy competencies have been well defined (Molloy et al., 2020), these competencies are difficult to quantify. Therefore feedback literacy remains hidden and, for students, is earned as a by-product of student learning that is only acquired subconsciously through student learning experiences.
The conceptual framework in this proposal contributes to Technology Enhanced Learning (TEL) by quantifying Student Feedback Literacy levels which inform and trigger additional feedback loops that enable students to grow their feedback literacy, which empowers students’ lifetime learning potential
