Teacher beliefs about feedback within an assessment for learning environment : endorsement of improved learning over student well-being

Teachers’ understandings of feedback probably influence the type and quality of feedback that theyprovide. The beliefs of 518 New Zealand practicing teachers about feedback were evaluated with theTeachers’ Conceptions of Feedback (TCoF) inventory and related to practices these teachers considered tobe feedback. Nine feedback factors and four practices factors were found and models were statisticallyinvariant between primary and secondary teachers. New Zealand teachers’ understandings of feedbackwere strongly focused on improving learning instead of enhancing student well-being. Similar factors areexpected in other contexts, though agreement rates should reflect local policy priorities and culturalvalues.