When ‘good teaching’ isn’t enough: learning environments that affect student feedback literacy

Abstract

Abstract

Despite the growing interest in student feedback literacy for student learning, how it is shaped within programme-level learning environments and its influence on learning outcomes remain underexplored. Even fewer studies have focused on how non-local students may experience this despite the key factors that were reported to have an impact on student feedback literacy would be different in their case. Using mixed methods, this project investigates the relationship among programme-level learning environments, feedback literacy, and learning outcomes. Study 1 analysed quantitative data from 547 Mainland Chinese undergraduates in Hong Kong. Structural equation modelling revealed that assessment for understanding and clear goals and standards significantly predicted feedback literacy, which mediated the effects of learning environments on learning outcomes, whereas good teaching and teacher feedback were not significantly associated with student feedback literacy. Study 2, based on interviews with fifteen students, indicated that aligned assessment designs and transparent standards were the key factors that enhanced student feedback literacy, explaining why teaching-related aspects may be less directly involved in creating affordances. The findings advance understanding of feedback literacy as influenced by the learning environments in the higher education context. The study highlights the critical role of constructive alignment in cultivating sustainable feedback literacy and improving student learning outcomes.