Students’ hidden feedback literacy: distinct differences between formal and informal peer feedback situations

Students require feedback literacy to increase the potential impact of peer feedback on learning. This study investigates upper secondary students’ feedback literacy in both formal and informal peer feedback situations. Drawing on focus group interviews with 27 students across five Danish schools, the thematic analysis revealed a significant contrast between the feedback settings. While students exhibit limited feedback literacy in teacher-facilitated, formal peer feedback situations – reporting lack of authority, emotional discomfort, and low trust in peer evaluations – they demonstrate a hidden, yet extensive feedback literacy in informal, student-initiated interactions. In these settings, students engage in dialogue, ask for support, co-construct knowledge, and take ownership of their learning. The findings challenge the prevailing assumption that students lack feedback literacy. Instead, the main challenge lies in bringing students’ hidden feedback literacy to the fore. Teachers should design learning processes that authentically integrate peer feedback, rather than treating it as a separate sub-task.