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 they provide. The beliefs of 518 New Zealand practicing teachers about feedback were evaluated with the Teachers’ Conceptions of Feedback (TCoF) inventory and related to practices these teachers considered to be feedback. Nine feedback factors and four practices factors were found and models were statistically invariant between primary and secondary teachers. New Zealand teachers’ understandings of feedback were strongly focused on improving learning instead of enhancing student well-being. Similar factors are expected in other contexts, though agreement rates should reflect local policy priorities and cultural values.

► Teachers’ Conceptions of Feedback inventory validated with 518 New Zealand teachers. ► 9 Belief and 4 practices factors were invariant for primary and secondary teachers. ► 5 Beliefs predicted feedback practices, with small to medium effects. ► Teachers endorsed feedback for learning progress rather than well-being. ► Espoused conceptions of feedback were consistent with assessment for learning policy.