What Feedback Literate Teachers Do: An Empirically-Derived Competency Framework

Autor/inn/en	Boud, David; Dawson, Phillip
Titel	What Feedback Literate Teachers Do: An Empirically-Derived Competency Framework
Quelle	In: Assessment & Evaluation in Higher Education, 48 (2023) 2, S.158-171 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boud, David) ORCID (Dawson, Phillip)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2021.1910928
Schlagwörter	Foreign Countries; College Faculty; Feedback (Response); Multiple Literacies; Knowledge Level; Best Practices; Schemata (Cognition); Minimum Competencies; Teacher Competencies; Australia + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Wissensbasis; Cognition; Schema; Kognition; Fundamentum; Mindestwissen; Lehrkunst; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01