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FrancoAngeli Journals

Articoli/Articles

V. 14 N. 1 (2023): Didattica universitaria, innovazione e inclusione. Valutazione e feedback

Developing feedback literacy in initial teacher education: Results from an investigation

DOI
https://doi.org/10.3280/ess1-2023oa15189
Inviata
10 gennaio 2023
Pubblicato
21-07-2023

Abstract

This survey, which involved 258 students of the Primary Education Sciences degree course at the University of Molise, intends to examine the effects of feedback literacy activities in supporting student learning. With this purpose, a qualitative analysis of the reflective narratives contained in the e-portfolios produced by the students during the lessons was conducted. The results demonstrate a particular utility of peer feedback activities in increasing forms of self-assessment and autonomous review of the work performed.

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