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

Boud, David ORCID logoORCID: https://orcid.org/0000-0002-6883-2722 and Dawson, Phillip (2021) What feedback literate teachers do: an empirically-derived competency framework. Assessment & Evaluation in Higher Education . ISSN 0260-2938 [Article] (Published online first) (doi:10.1080/02602938.2021.1910928)

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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.

Item Type: Article
Research Areas: A. > Work and Learning Research Centre
Item ID: 34261
Notes on copyright: © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
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Depositing User: Carol Costley
Date Deposited: 13 Dec 2021 17:49
Last Modified: 06 Oct 2022 09:01
URI: https://eprints.mdx.ac.uk/id/eprint/34261

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