Table 1 Macro, meso and micro levels of the teacher feedback competency framework (Boud & Dawson, 2021)

Plans feedback strategically

Uses available resources well

Creates authentic feedback-rich environments

Develops student feedback literacy

Develops/coordinates colleagues

Manages feedback pressures (for self and others)

Improves feedback processes

Maximises effects of limited opportunities for feedback

Organises timing, location, sequencing of feedback events

Designs for feedback dialogues and cycles

Constructs and implements tasks and accompanying feedback processes

Frames feedback information in relation to standards and criteria

Manages tensions between feedback and grading

Utilises technological aids to feedback as appropriate

Designs to intentionally prompt student action

Designs feedback processes that involve peers and others

Identifies and responds to student needs

Crafts appropriate inputs to students

Differentiates between varying student needs