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.

摘要

如果要有效地进行反馈，则需要明确所涉及的内容以及教师能够很好地进行反馈的必要条件。虽然最近很多注意力都集中在学生的反馈素养上，但很少有人关注教师在反馈过程中扮演各种角色的要求。本文旨在通过分析那些反馈良好的人的叙述来阐明教师的反馈素养。使用来自两项早期研究的访谈记录和焦点小组的数据集，对与来自五所澳大利亚大学的 62 名大学教师的反馈对话进行了归纳分析。通过迭代过程，开发了教师反馈素养能力框架，代表了大学教师能够设计和实施有效反馈过程所需的能力。本文讨论了不同责任级别的人员所需的不同能力，从整体课程设计到对学生作业的评论。它最后考虑了反馈领域对大学教师专业发展的影响。