Using an evidence-informed reflection tool to develop understandings of feedback talk
Bibliographic Data
| ID | 21691676 |
|---|---|
| Authors | Emma Medland (0000-0003-0479-4138, University of Surrey, corresponding author), Marion Heron (0000-0002-6129-1265, University of Surrey), Kieran Balloo (0000-0002-1745-4653, University of Surrey), Alina Syeda Husain (0000-0002-7338-9294, University of Surrey) |
| Year | 2025 |
| Volume | 30 |
| Issue | 5 |
| Pages | 1190-1207 |
| Publication date | 2025-07-04 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1356-2517 • E-ISSN: 1470-1294 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13562517.2024.2407338 |
| OpenAlex | W4403084750 |
| Language | EN |
| Citations received | 1 |
| References cited | 44 |
Research-based and practical reflection tools can enable systematic analysis of practice and contribute to deeper understandings of classroom processes. An empirically based, evidence-informed reflection tool was developed to support teachers to recognise feedback talk and how it is built into classroom interactions. The tool, titled the feedback talk framework, enabled teachers to reflect on their feedback talk and effect changes in practice and feedback literacy. The feedback talk framework was refined through a survey and semi-structured interviews with teachers for use as a reflection tool and resulted in three overarching feedback talk themes: informing, confirming and validating, and questioning. Results illuminated how teachers used the tool to identify and reflect on feedback talk, strengthening our argument that using an empirically derived feedback talk framework can support evidence-based approaches to teacher reflection. Suggestions and implications for the utility of the reflection tool in a range of contexts are then provided
Epistemology · Higher education · Mathematics education · Pedagogy · Qualitative research · Sociology · Computer Science · EFL/ESL Teaching and Learning · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Content analysis
Excellence in University Assessment
The Power of Feedback Revisited
Research design
Observational feedback literacy
Teacher feedback literacy and its interplay with student feedback literacy
The influence of psychological safety on feedback conversations in general practice training
Teacher and student teacher views of agency in feedback
Moving Beyond Peer Review of Teaching
Feedback literacy
RP or ‘RIP’
Developing Interactional Awareness in the Second Language Classroom Through Teacher Self-evaluation
Conceptual and design thinking for thematic analysis
Reflecting on reflexive thematic analysis
Developing the relational in teacher feedback literacy
Student wellbeing and assessment in higher education
The power of internal feedback
Assessment in higher education
Signature feedback practices in the creative arts
Making internal feedback explicit
Answering the Call for a Standard Reliability Measure for Coding Data
Developing dialogic classroom practices through supporting professional agency
The development of student feedback literacy
Deliberative Discourse Idealized and Realized
Using thematic analysis in psychology
The Power of Feedback
The need to disentangle assessment and feedback in higher education
Reliability in Content Analysis
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |