What feedback literate teachers do: an empirically-derived competency framework

Boud, D; Dawson, P

What feedback literate teachers do: an empirically-derived competency framework

Boud, D

Dawson, P

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Publisher:: Routledge
Publication Type:: Journal Article
Citation:: Assessment and Evaluation in Higher Education, 2022
Issue Date:: 2022-01-01

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Field	Value	Language
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722
dc.contributor.author	Dawson, P
dc.date.accessioned	2023-01-19T16:24:37Z
dc.date.available	2023-01-19T16:24:37Z
dc.date.issued	2022-01-01
dc.identifier.citation	Assessment and Evaluation in Higher Education, 2022
dc.identifier.issn	0260-2938
dc.identifier.issn	1469-297X
dc.identifier.uri	http://hdl.handle.net/10453/165279
dc.description.abstract	If feedback is to be conducted effectively, then there needs to be clarity about what is involved and what is necessary for teachers to be able to undertake it well. While much attention has recently been devoted to student feedback literacy, less has been given to what is required of teaching staff in their various roles in feedback processes. This paper seeks to elucidate teacher feedback literacy through an analysis of the accounts of those who do feedback well. An inductive analysis was undertaken of conversations about feedback with 62 university teachers from five Australian universities using a dataset of transcripts of interviews and focus groups from two earlier research studies. Through an iterative process a teacher feedback literacy competency framework was developed which represents the competencies required of university teachers able to design and enact effective feedback processes. The paper discusses the different competencies required of those with different levels of responsibility, from overall course design to commenting on students’ work. It concludes by considering implications for the professional development of university teachers in the area of feedback.
dc.language	English
dc.publisher	Routledge
dc.relation.ispartof	Assessment and Evaluation in Higher Education
dc.relation.isbasedon	10.1080/02602938.2021.1910928
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	13 Education
dc.subject.classification	Education
dc.title	What feedback literate teachers do: an empirically-derived competency framework
dc.type	Journal Article
utslib.for	13 Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.date.updated	2023-01-19T16:24:36Z
pubs.publication-status	Published

Abstract:

If feedback is to be conducted effectively, then there needs to be clarity about what is involved and what is necessary for teachers to be able to undertake it well. While much attention has recently been devoted to student feedback literacy, less has been given to what is required of teaching staff in their various roles in feedback processes. This paper seeks to elucidate teacher feedback literacy through an analysis of the accounts of those who do feedback well. An inductive analysis was undertaken of conversations about feedback with 62 university teachers from five Australian universities using a dataset of transcripts of interviews and focus groups from two earlier research studies. Through an iterative process a teacher feedback literacy competency framework was developed which represents the competencies required of university teachers able to design and enact effective feedback processes. The paper discusses the different competencies required of those with different levels of responsibility, from overall course design to commenting on students’ work. It concludes by considering implications for the professional development of university teachers in the area of feedback.

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http://hdl.handle.net/10453/165279