Year: 2025
Type: article
Study design: Clinical Trial
Abstract: This research article aims to: 1. examine the level of feedback literacy among students and 2. compare the feedback literacy between students who learn through peer assessment and those who learn through conventional methods. The research sample consisted of 114 Grade 7 students from Surawiwat School, Suranaree University of Technology. Research instruments included lesson plans incorporating peer assessment and a feedback literacy assessment tool. Data were analyzed using mean, standard deviation, paired sample t-test, and independent sample t-test. The research findings revealed that: 1. students who were taught using peer assessment exhibited a higher level of feedback literacy than before learning. Among them, the highest mean score was found in the ability to evaluate work quality based on feedback, followed by the ability to implement feedback. In contrast, students who learned through conventional methods had the highest mean score in implementing feedback, followed by evaluating work quality based on feedback. However, both groups demonstrated the lowest mean score in managing emotional responses to feedback; and 2. students taught through peer assessment had significantly higher feedback literacy than those taught through conventional methods at the .05 level of significance (t(112) = 2.900, p = .004). This study indicates that peer assessment is a beneficial tool for teachers and contributes to developing students' feedback literacy, which is essential for refining their learning strategies and achieving academic goals.
Authors: Plamkrathok, Arnon, Thanwisai, Suricha
Institution: Suranaree University of Technology
Language: Thai
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7219489900