Developing university students" feedback literacy throughfeedback activities

In order to make feedback become a process leading didactic practies it is necessary to overcome the static and single directional vision linked to providing and receiving feedback and to go towards an interactive and generative feedback, foreseeing somefeedback moments, some self evaluation and self regulation. In this paper we would like to describe a didactic path focused on feedback, activated in two University courses in different Universities with the following aims: activating subsequent feedback spirals (Carless, 2019), first between Professor and students, then between s, to get to a self awareness interior process, that is an incorporation of reflexivity on one's own practies. Promoting feedback literacy (Carless Boud, 2018) in the student through the experimentation in the practice.

In particular, we will account for afeedback process realised in the following steps: a) the group production of a learning design; b) thereview of the colleagues" designs, through the "Ladder of feedback" protocol, with a following sharing of the reviews; c) the subsequent reflection on the activated processes through a questionnaire on the students" perceptions. The analysis of those productions enables us to reflect upon the sense of effectiveness granted to thefeedback, on the differences between the Professor's and thefeedbacks, on the comprehension of the role of thefeedback within the training process. [Publisher's Text].