Motivation
Feedback-oriented training is a key pillar in Radboud University's new educational vision and the new curriculum of the Radboud Teachers' Academy (RTA). Despite efforts to use feedback effectively for student development, this appears to be difficult in practice. The value of the feedback given for their own development sometimes remains unclear to students. Students also indicate that the current use of feedback contributes to a high workload. To make feedback more valuable, we want to understand how students experience, value and use feedback.
Hypothesis
Feedback literacy encompasses the skills, beliefs, and activities that contribute to effectively using feedback for personal development. Both students and teachers play an important role in this. With her innovation voucher, Lieke wants to make this feedback literacy visible, gain insight into the challenges students experience and the way in which they use feedback for their development.
Desired solution
This research focuses on mapping students' experiences with feedback. It will provide insight into the challenges and difficulties students face in receiving and using feedback. With this research, Lieke wants to better understand how students within the educational minor/module can be supported in a more targeted way in the development of their feedback literacy.
Plan of action
To conduct the study, a questionnaire will first be administered to students to identify characteristics of effective feedback. The results of this questionnaire will serve as the basis for the focus group interviews. In two focus group interviews, students are asked about their experiences with feedback within the programme and how they use it for their development. In addition, audio recordings are made during lectures to get a more complete picture of the feedback processes and how students deal with them.