152 / 2018-08-14 10:14:01

Exploring teacher feedback literacy in relation to culture of grading and feedback

Feedback,Teacher feedback literacy,Culture of grading and feedback,Teacher development,International education

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As one of the most powerful influences on learning and teaching, feedback has been the subject of debate and research for years. However, it is only recently that researchers have started to explore feedback literacy (Sutton, 2012; Xu & Carless, 2016; Carless & Boud, 2018) and embedded culture of grading (Cheng, Yan, Mei & DeLuca, 2017). This study will investigate teacher feedback literacy in Chinese and British higher education institutions and examine potential interactive effects between culture of grading and feedback, international education and teacher feedback literacy. The findings will contribute to the professional development of pre-service and in-service teachers and to the construction of international criteria of grading and feedback. The findings also will help improve valid interpretation of teacher feedback across education cultures.
The study is a three-year project. A mixed method approach has been chosen for a better understanding of Chinese and British teacher feedback literacy and culture of grading and feedback. This study will employ questionnaire survey, discourse analysis of teacher feedback on students' writing and classroom observations on teacher's classroom feedback to investigate the general feedback literacy level of university teachers from different programmes. Teacher competency in feedback will be described based on the reconceptualised framework of feedback literacy, i.e. understandings of effectiveness of feedback, the ability to provide effective feedback, the ability to make productive use of effective feedback, and the reconstruction of teacher identity in those processes. Statistical analysis will examine the correlation between 'culture of grading and feedback' and 'teacher feedback literacy'. This study intends to dig into Chinese and British cultures of grading and feedback by policy analysis and followed by in-depth interviews with faculty members to look into the embedded values that could potentially influence teachers' grading and feedback practices.