TeachEUR
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At its core, feedback literacy is the ability to use feedback to improve your work. It is not just about receiving feedback comments, but about understanding them, evaluating their relevance, and turning them into concrete actions.
Students with strong feedback literacy actively align their work with clear standards, such as rubrics, examples, or the work of others. Through this process, they generate internal feedback: their own insights about quality, strengths and areas of improvement. This helps them take ownership of their learning and make informed decisions about next steps.
Developing feedback literacy also means strengthening self-regulation. Students learn to monitor their progress, judge the quality of their work, and adjust their approach accordingly. At the same time, they need to learn how to deal with feedback on an emotional level, so they can stay open and motivated to improve.
Do you want to support students in developing feedback literacy? This toolbox offers a range of approaches that can be integrated into teaching practice. These approaches include working with general feedback, using exemplars, creating a rubric, facilitating peer feedback, incorporating AI-generated feedback, and facilitating feedback dialogues. Each approach provides a different way to help students actively compare, reflect, and transform feedback into meaningful improvement.
Tools
Before students begin with any feedback exercises, this reflection card can be used to encourage them to reflect on their feedback literacy and their experiences with feedback. This brief reflection helps students get more out of the feedback literacy exercises that follow.
Q&A about this toolbox
The increasing focus on feedback in higher education has led to more and better teacher feedback. However, many students still struggle to interpret and use this feedback effectively and remain dependent on instructors. At the same time, the growing availability of feedback sources, such as rubrics, exemplars, peer feedback, and AI, can be overwhelming without proper guidance. This creates a gap between the feedback provided and actual learning.
The value of this toolbox lies in closing that gap. Instead of adding more feedback, it helps students learn how to work with it. Through short, practical interventions, students engage with different feedback sources, reflect on their work, and plan concrete improvements.
By doing so, the toolbox supports the development of feedback literacy and self-regulation, helping students become more independent and effective learners.
This toolbox is designed to be flexible and easy to integrate into existing courses. The exercises can be used individually or combined into a sequence, depending on your learning goals and available time.
At TeachEUR we present this toolbox in a hands-on and accessible way: each tool is briefly introduced and linked to concrete activities that can be applied in your teaching practice. This allows you to get started immediately and experiment with what fits your context.
Each exercise guides students to actively compare their work with clear reference points, such as rubrics, examples, peer work, or feedback, and to translate these insights into concrete improvement actions. In this way, students learn to make their own quality judgments and regulate their learning.
The toolbox can be used in different formats: in class or as independent work, in small or large groups, and across different year levels. It is not a fixed program, but a set of practical tools that can be adapted to your teaching context.
More about this CLI Fellowship
Hanna Weijers and Stephanie van den Kieboom (Erasmus School of Law) used their CLI Fellowship to strengthen students’ self-regulated learning skills by developing a practical toolbox. With this page, the aim is to provide teachers with concrete, ready-to-use interventions that support students in using feedback more effectively by engaging with multiple feedback sources and generating their own internal feedback. In doing so, the toolbox helps enhance students’ independence and evaluative judgment.
