Abstract

The new paradigm approaches to technology-enhanced feedback (TEF) have piqued the interest of educators seeking to shift away from feedback monologic processing and toward feedback dialogic exchange. The way teachers demonstrate constructive TEF behaviours for their students is essential to the development of students’ feedback literacy. However, there is a general lack of multidimensional theoretical conceptualisation for understanding, and instrumentation for measuring teacher TEF literacy. To fill this gap in the literature, this study designed and empirically validated a teacher TEF literacy scale (TTLS) using exploratory factor analysis and confirmatory factor analysis on two distinct samples of teacher participants chosen at random. A total of 632 school teachers from throughout most of China, with a variety of subject backgrounds, participated in this study. The results show that the TTLS’ three-factor structure is valid and reliable. To provide supplementary evidence of structural validity, the status quo of TEF literacy among primary and secondary school teachers in China was tested, and a discipline variation in teacher TEF literacy was identified, as hypothesised.