Abstract:

Insufficient feedback from teachers, or even a lack of it, is mentioned as one of the most unfavorable aspects and the main dropout reasons in higher education. However, students' literacy for feedback is important for feedback practices to be effective. Feedback literacy concept is described as the ability to seek feedback, actively process the received information, making judgments to decide which inputs are relevant and then, act.

Among the set of necessary capabilities for students to engage with feedback processes, we highlight the following abilities to:
1) provide feedback to other students, commenting on the quality of work and
2) effectively use the received feedback, regardless of the emotional challenges involved.

The present study rests on the concept of Feedback Literacy (FBL) and the partial use of a specific scale designed to measure it (FBLS). The aim is to investigate the ability of students to provide feedback to their peers as well as the capacity to deal with emotional reactions that may arise from criticism the student receives and how this affects the effective use of feedback. This is a study that adopts a mixed methodology (quantitative and qualitative).To reach this objective, part of the FBLS was administrated within 20 higher education students at a Portuguese university in the year 2023. The result is the partial measurement of FBLS scale, focused on how able those students are to provide feedback to their pairs and to emotionally manage from received feedback. The statistical interdependencies between those two parameters is investigated.

Acknowledgement:
This work is financially supported by National Funds through FCT – Fundação para a Ciência e a Tecnologia, I.P., under the projects (https://doi.org/10.54499/UIDB/00194/2020) and UIDP/00194/2020 (https://doi.org/10.54499/UIDP/00194/2020).

Keywords:

Feedback Literacy, Emotional Challenges in Feedback, Feedback in Higher Education, FBLS Scale.