An empirical study of enhanced feedback literacy through ePortfolios

The current literature in health disciplines’ assessment shows a lack of evidence on how to support effective feedback in the context of evaluating professionalism in dietetics. In a postgraduate program at large metropolitan university, ePortfolios are used to evaluate professionalism, the design underpinned by Carless and Boud’s (2018) student literacy framework. This study aims to address the importance of student feedback literacy in effective professionalism learning and sustainable workplace-based assessment. The research used a mixed methods approach to understand student perspectives on the value of feedback interventions that empower them to actively participate in the feedback process and make judgments on their progress. Analysis of survey and focus group data indicated that students appreciated having a role in the feedback process but facilitating integration of feedback between contexts requires further understanding.