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

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