A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy

Table 4 Summary of the empirical evidence surveyed, in terms of coverage of the Boud and Dawson (2021) teacher feedback literacy competency framework

Level	Empirical evidence from the skilled use of open Automated Feedback tools
Level	Feedback competencies more evident	Feedback competencies less evident
Macro	• Plans strategically for feedback • Uses available resources well • Creates feedback-rich (not necessarily authentic) environments • Develops student feedback literacy (Taking action) • Manages feedback pressures	• Develops / coordinates colleagues • Improves feedback practices • Develops student feedback literacy (Managing affect)
Meso	• Maximises effects of limited opportunities for feedback • Organises timing, location, sequencing of feedback events • Designs for feedback dialogues and cycles • Manages tensions between feedback and grading • Utilises technological aids to feedback as appropriate • Designs to intentionally prompt student action	• Constructs and implements tasks and accompanying feedback processes (Self-assessment) • Frames feedback information in relation to standards and criteria • Designs feedback processes that involve peers and others
Micro	• Identifies and responds to student needs • Crafts appropriate inputs to students • Differentiates between varying student needs (Student online disengagement)	• Differentiates between varying student needs (Students’ feedback recipience; Students’ emotional needs)