Building Feedback Literacy: Students’ Perceptions of the Developing Engagement With Feedback Toolkit

Naomi E. Winstone, Georgina Mathlin, Robert A. Nash

Research output: Contribution to journalArticlepeer-review


Developing the requisite skills for engaging proactively with feedback is crucial for academic success. This paper reports data concerning the perceived usefulness of the Developing Engagement with Feedback Toolkit (DEFT) in supporting the development of students' feedback literacy skills. In Study 1, student participants were surveyed about their use of feedback, and their perceptions of the utility of the DEFT resources. In Study 2, students discussed the resources in focus groups. Study 3 compared students' responses on a measure of feedback literacy before and after they completed a DEFT feedback workshop. Participants perceived the DEFT favorably, and the data indicate that such resources may enhance students' general feedback literacy. However, the data raise questions about when such an intervention would be of greatest value to students, the extent to which students would or should engage voluntarily, and whether it would engage those students with the greatest need for developmental support.
Original languageEnglish
JournalFrontiers in Education
Issue number39
Early online date16 May 2019
Publication statusPublished - 16 May 2019

Bibliographical note

© 2019 Winstone, Mathlin and Nash. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

Funding: Higher Education Academy - Grant number GEN1024.


  • feedback literacy, student
  • self-regulation
  • portfolio, workshop


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