TY - JOUR
T1 - Do well-regarded university teachers exhibit feedback literacy?
T2 - Examining the validity of a competency framework
AU - Istencioglu, Turkan
AU - Lassesen, Berit
AU - Lindberg, Annika Büchert
AU - Boud, David
AU - Bjælde, Ole Eggers
AU - Dikilitas, Kenan
AU - Ershova, Tatiana
AU - Gray, Robert Morris
AU - Kvernenes, Monika
AU - Musaeus, Peter
AU - Prilop, Christopher Neil
AU - Raaheim, Arild
AU - Sundset, Monica Alterskjær
AU - Svensen, Camilla
PY - 2025/9
Y1 - 2025/9
N2 - Recent scholarship has advanced the notion of teacher feedback literacy (TFL) as necessary to foster student uptake of feedback and feedback literacy. However, the literature falls short of empirical work that demonstrates how these ideas translate into practice. This paper investigates the extent to which the feedback practices of highly regarded university teachers align with proposed macro, meso, and micro level TFL competencies. Drawing on semi-structured interview data gathered from 33 associate and full professors across five universities in Australia, Denmark, and Norway, a deductive thematic analysis revealed that all levels of competencies were evident and showed a relatively balanced distribution overall among the three levels, although the prominence of competencies within each level varied. Most of the participants (85%) exhibited competencies across all three levels. Feedback practices such as effective resource use, dialogic feedback design, and constructive feedback were more prominent, whereas managing feedback pressures and differentiating feedback occurred less frequently. An inductive analysis yielded two additional competencies related to the relational dimensions of TFL and meta-feedback practices. This paper offers an empirical contribution to the TFL research and concludes by providing practical implications for educational institutions to enhance feedback practices.
AB - Recent scholarship has advanced the notion of teacher feedback literacy (TFL) as necessary to foster student uptake of feedback and feedback literacy. However, the literature falls short of empirical work that demonstrates how these ideas translate into practice. This paper investigates the extent to which the feedback practices of highly regarded university teachers align with proposed macro, meso, and micro level TFL competencies. Drawing on semi-structured interview data gathered from 33 associate and full professors across five universities in Australia, Denmark, and Norway, a deductive thematic analysis revealed that all levels of competencies were evident and showed a relatively balanced distribution overall among the three levels, although the prominence of competencies within each level varied. Most of the participants (85%) exhibited competencies across all three levels. Feedback practices such as effective resource use, dialogic feedback design, and constructive feedback were more prominent, whereas managing feedback pressures and differentiating feedback occurred less frequently. An inductive analysis yielded two additional competencies related to the relational dimensions of TFL and meta-feedback practices. This paper offers an empirical contribution to the TFL research and concludes by providing practical implications for educational institutions to enhance feedback practices.
KW - deductive analysis
KW - feedback processes
KW - Teacher feedback literacy
KW - university teaching
UR - https://www.scopus.com/pages/publications/105015337309
U2 - 10.1080/02602938.2025.2553897
DO - 10.1080/02602938.2025.2553897
M3 - Journal article
AN - SCOPUS:105015337309
SN - 0260-2938
JO - Assessment and Evaluation in Higher Education
JF - Assessment and Evaluation in Higher Education
ER -