Exploring teacher perceptions of different types of ‘feedback practices’ in higher education: Implications for teacher feedback literacy

Cecilia Ka Yuk CHAN, Jiahui Jess LUO

Research output: Contribution to journalArticlespeer-review

29 Citations (Scopus)

Abstract

Universities around the world are encouraging teachers to provide more constructive feedback to support student learning, but do teachers know how to distinguish constructive feedback? What pedagogical practice is considered as feedback and what is not? For example, is a rubric a type of feedback? To date, very limited research has answered these questions from university teachers’ perspectives and the current study aims to address this gap. In this study, ten teacher training workshops were conducted in a university in Hong Kong, with an intention to enhance teachers’ competence in assessment and feedback. During the workshops, we first adopted Poll Everywhere to survey whether teachers (N = 248) recognise six types of common pedagogical practices as feedback, and subsequently used this as a base to discuss with teachers the reasons behind their responses. Findings reveal teachers’ varied perceptions of these practices as feedback, which may be related to their varied understandings of feedback purposes. The paper calls for an explicit acknowledgement of the multiple purposes of feedback, and concludes with implications for teacher feedback literacy in higher education. Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.

Original languageEnglish
Pages (from-to)61-76
JournalAssessment & Evaluation in Higher Education
Volume47
Issue number1
Early online dateMar 2021
DOIs
Publication statusPublished - 2022

Citation

Chan, C. K. Y., & Luo, J. (2022). Exploring teacher perceptions of different types of ‘feedback practices’ in higher education: Implications for teacher feedback literacy. Assessment & Evaluation in Higher Education, 47(1), 61-76. https://doi.org/10.1080/02602938.2021.1888074

Keywords

  • Feedback
  • Higher education
  • Teacher perceptions
  • Feedback literacy
  • Feedback purpose

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