ABSTRACT
Although educators recognise the active involvement of students in the learning process is necessary for achievement, considerably less research has focused on students' active engagement with teacher feedback to help them reflect on their own learning, change academic performance and maximise learning opportunities. Assessment-as-learning (AaL) could be demonstrated when students actively make sense of the feedback they received from the teacher, use feedback to purposely promote learning, and seek feedback to enhance their better understanding of the material. To reveal students' AaL in the feedback context, this chapter focuses on how university students' perceptions of feedback utility, feedback self-efficacy, and social awareness affect their responsibility for responding and using teacher feedback to promote learning. A total of 112 undergraduate students from three universities in the Philippines participated in this study. The results showed: a) feedback utility is the most important predictor of feedback responsibility and b) The effect of feedback self-efficacy on feedback responsibility was fully mediated by feedback utility. To promote AaL practices in the feedback context, this study suggests that feedback utility may play a salient role in affecting students' responsibility for using feedback so as to change external feedback to learning opportunities.
