Exploring teacher feedback literacy: a scoping review of frameworks and instruments

Teacher feedback literacy (TFL) has garnered increasing attention, underscoring the importance of equipping teachers with the skills to design effective feedback processes that promote student engagement and responsibility. While previous research has primarily focused on identifying what constitutes TFL, there remains a limited understanding of how frameworks and instruments are designed to explore this construct. To address this gap, this scoping review seeks to identify the key characteristics, dimensions, and constructs of existing TFL frameworks and instruments. The systematic literature search yielded 685 records, of which 19 met the inclusion criteria. One study addressed both framework development and instrument validation. Sixteen studies focused primarily on frameworks developed for higher education teachers, and the remaining four on the development and validation of instruments applied across various educational levels. Despite significant advancements in the field, the findings reveal ongoing challenges in adapting these tools to diverse educational contexts. Many frameworks and instruments are tailored to specific educational levels or subject areas, which may limit their generalizability. These findings underscore the need for more adaptable and context-sensitive frameworks and approaches for examining TFL.