Observational feedback literacy: designing post observation feedback for learning

Article

Heron, Marion, O’Donaghue, Helen and Balloo, Kieran. 2023. "Observational feedback literacy: designing post observation feedback for learning." Teaching in Higher Education. https://doi.org/10.1080/13562517.2023.2191786
Article Title

Observational feedback literacy: designing post observation feedback for learning

ERA Journal ID19316
Article CategoryArticle
AuthorsHeron, Marion, O’Donaghue, Helen and Balloo, Kieran
Journal TitleTeaching in Higher Education
Year2023
PublisherRoutledge
Place of PublicationUnited Kingdom
ISSN1356-2517
1470-1294
Digital Object Identifier (DOI)https://doi.org/10.1080/13562517.2023.2191786
Web Address (URL)https://www.tandfonline.com/doi/full/10.1080/13562517.2023.2191786
Abstract

The aim of teaching observations and post observation feedback in higher education is to support teachers to reflect on and improve their teaching. Yet, our understanding of tutors’ (observers’) and teachers’ (observees’) capacities for capitalising on these feedback opportunities is limited and there is little empirically derived advice for either the observer or the observee on the post observation feedback processes. We argue for the need to conceptualise and operationalise observational feedback literacy as a particular type of feedback literacy which is played out in both the design of the post observation feedback session, and in the moment-by-moment feedback talk. Drawing on the concept of student and teacher feedback literacies, this paper offers a framework of observational feedback literacy which identifies how observers and observees act in feedback literate ways. The framework foregrounds observer feedback literacy and recognises the importance of providing opportunities for observees to enact feedback.

KeywordsPost observation feedback; feedback talk; student feedback literacy; teacher feedback literacy; higher education
ANZSRC Field of Research 2020390303. Higher education
470401. Applied linguistics and educational linguistics
390402. Education assessment and evaluation
Byline AffiliationsUniversity of Surrey, United Kingdom
Queen Margaret University, United Kingdom
UniSQ College (Pathways)
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