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June 6, 2026Assessment & Evaluation in Higher Education

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

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Authors

CLCaroline Xin LiuLZLily M. Zeng

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Overview

Mixed methods study examines feedback literacy in programme-level contexts, highlighting learning environment influences.

Key Points

  • The study aims to explore how programme-level learning environments shape feedback literacy and influence learning outcomes for students.
  • Mixed methods approach combining quantitative analysis with qualitative interviews.
  • Quantitative data collected from 547 Mainland Chinese undergraduates in Hong Kong using structural equation modelling.
  • Qualitative interviews with fifteen students to understand factors influencing feedback literacy.
  • Assessment for understanding and clear goals significantly predicted feedback literacy (p<0.05).
  • Feedback literacy mediated the relationship between learning environments and learning outcomes.
  • Teaching-related factors showed less significance in improving feedback literacy compared to assessment design.

Cite This Study

Liu et al. (2026) studied this question.

synapsesocial.com/papers/6a23bc0571a5da9775e77602https://doi.org/10.1080/02602938.2026.2674253
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice2006 · 5,752 citations
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  3. 3Beyond feedback: developing student capability in complex appraisal2010 · 1,141 citations
  4. 4Understanding partnerships in teacher and student feedback literacy: Shared responsibility2022 · 14 citations
  5. 5Evaluating student feedback literacies: a study using first-year business and economics students2023 · 9 citations