How do teachers experience assessment feedback?

Just as it is important to understand how students engage with assessment feedback, it is also vital that we understand how teachers experience assessment feedback, and what might constitute that experience. In this chapter, we present the findings of a phenomenographic study of teachers' ways of experiencing assessment feedback. Three qualitatively different ways were identified – ranging from teachers experiencing assessment feedback as directive (emphasising mistakes), interactive (emphasising feedback communication) and reflective (emphasising students' introspection for self-directed learning). The varying teacher assessment feedback experiences when mapped against a learning-oriented practice of AfL depict what is needed in moving towards more depth in a more student-centric practice to support learning. Recommendations are offered for identifying the factors that influence the uptake of a more sophisticated assessment feedback experience, and the pedagogical strategies that may assist teachers in reviewing their conceptions of assessment feedback beliefs and practices.