TA39 AI Feedback Literacy: Competency Self-Assessment

5 min read

Self-assess: ~30 min

Rate each competency using a best-fit approach:

1 — Foundational: You understand the idea and have begun applying it.
2 — Developing: You are testing it across assignments, noticing patterns, and making adjustments.
3 — Established: The practice is reliable, evidence-informed, and useful beyond one assignment.

This is a reflective development tool, not an evaluation instrument. Use it to see your profile and choose one next growth priority.

Design

Competency	1 — Foundational	2 — Developing	3 — Established	Rating
TA39 Affordances	Can describe what the tool can and cannot do in general terms.	Has tested capabilities across assignments and can identify specific strengths and limitations.	Articulates context-specific rules with concrete examples and can advise colleagues.	/3
Strategic Deployment	Has a plan for first uses but has not fully tested deployment patterns.	Recognizable patterns for when and how to use the tool, adjusted through experience.	Deployment decisions are informed by evidence such as student responses, quality data, and time use.	/3
Rubric Optimization	One rubric optimized; understands basic principles that improve output.	Multiple rubrics optimized; identifies what works and what causes problems.	Maintains a refined collection of rubrics and contributes to a shared curriculum-specific library.	/3
Template Optimization	One feedback template created; understands how templates shape output.	Templates refined across assignments based on output quality and student responses.	Reliable template set produces outputs close to teacher voice and contributes to shared collections.	/3

Relational

Competency	1 — Foundational	2 — Developing	3 — Established	Rating
Persona Awareness	Can identify key voice elements and recognize divergence between own voice and generated output.	Monitors voice consistency across uses and spots divergences quickly.	AI-assisted feedback integrates naturally with established teacher voice.	/3
Personalization	Adds student context, but it requires deliberate effort each time.	Has efficient workflows for personalizing and knows which students or situations need more adaptation.	Personalization is intuitive and rapid, naturally integrating student knowledge.	/3
Affective Calibration	Recognizes tone issues such as harshness, generic phrasing, or mismatch.	Adjusts tone based on individual student needs and anticipates who needs more care.	Anticipates student responses to specific feedback; calibration reflects deep student knowledge.	/3
Relationship Maintenance	Has a transparency plan for communicating the tool's role to students.	Monitors student perceptions of teacher engagement and responds to concerns.	Has evidence of maintained trust and can describe specific strategies that support it.	/3

Pragmatic

Competency	1 — Foundational	2 — Developing	3 — Established	Rating
Cost-Benefit Analysis	Can identify general tradeoffs such as efficiency, quality, relationships, and depth.	Tracks time and quality data; describes specific tradeoffs observed in practice.	Decisions are grounded in collected evidence about when use is and is not worth it.	/3
Context Appropriateness	Initial decision rules created for formative, summative, and assignment-type choices.	Decision rules tested and revised based on practice.	Refined, situation-specific rules based on a term's evidence across contexts.	/3
Time Reinvestment	Has a plan for reinvesting saved time in higher-value pedagogical work.	Implements reinvestment strategies and tracks whether reinvestment actually happens.	Can point to documented pedagogical gains from reinvestment.	/3
Institutional Navigation	Understands expectations around adoption and distinguishes efficiency-driven from pedagogical use.	Manages expectations while maintaining professional judgment.	Advocates for principled use with evidence and contributes to institutional conversations.	/3

Critical Evaluation

Competency	1 — Foundational	2 — Developing	3 — Established	Rating
Pedagogical Assessment	Knows frameworks for assessing output against learning goals.	Applies frameworks systematically and identifies recurring pedagogical problems.	Evaluates rapidly and rarely lets problematic output reach students.	/3
Bias Recognition	Understands bias types such as assumptions about writing, stereotypes, or linguistic prejudice.	Has identified specific biases in practice and can describe how they were addressed.	Proactively mitigates bias and remains especially vigilant for vulnerable or marginalized students.	/3
Quality Standards	Baseline standards established using calibration sessions or evaluation protocols.	Standards refined through peer calibration; distinguishes light editing from substantial transformation.	Sophisticated quality judgment informed by student evidence and shared calibration.	/3
Curriculum Alignment	Identifies key terminology, standards language, and conventions for own curriculum.	Corrects alignment issues consistently and has strategies for common problems.	Optimized rubrics and templates minimize misalignment and support colleagues.	/3

Strategic Adaptation

Competency	1 — Foundational	2 — Developing	3 — Established	Rating
Re-voicing	Practices basic techniques such as word choice, formality, and sentence structure.	Has efficient re-voicing patterns and knows what consistently needs transformation.	Authentic voice is maintained across feedback; re-voicing feels natural.	/3
Personalization	Adds student-specific information such as strengths, growth areas, or context.	Integrates student information smoothly and draws on learning history without constant notes.	Connects feedback richly to previous feedback, upcoming work, and learning trajectories.	/3
Relational Warmth	Recognizes when output lacks warmth, encouragement, or sensitivity.	Adds warmth effectively and adjusts levels based on student needs and assignment type.	Warmth feels natural and authentic; students experience feedback as supportive and engaged.	/3
Contextualization	Connects output to immediate classroom context such as current topics or assignment goals.	Links feedback to broader progressions so students see how it fits longer-term development.	Integrates curriculum goals, learning sequences, discussions, and individual trajectories.	/3

Ethical Awareness

Competency	1 — Foundational	2 — Developing	3 — Established	Rating
Transparency	Has planned a disclosure approach and understands why transparency matters.	Has communicated with students and can describe their responses.	Has evidence that transparency has maintained or strengthened trust.	/3
Responsibility	Understands full professional responsibility for all feedback regardless of the tool's role.	Consistently invests meaningful time in review and rejects output below standard.	Would reduce use rather than deliver inadequately reviewed feedback.	/3
Privacy Protection	Understands data practices and can communicate basics to students.	Implements protections in daily use and addresses student or parent concerns.	Advocates for student privacy, stays informed, and raises concerns proactively.	/3
Equity Considerations	Recognizes potential for different impacts across student groups.	Monitors feedback patterns and identifies areas of concern.	Has proactive equity strategies with evidence that no group is disadvantaged.	/3

Metacognitive Reflection

Competency	1 — Foundational	2 — Developing	3 — Established	Rating
Self-Monitoring	Has a plan for monitoring the tool's effect on thinking and practice.	Tracks usage patterns and notices when defaulting to output rather than judgment.	Has intuitive self-awareness of positive and negative effects and adjusts in real time.	/3
Student Response Tracking	Has identified indicators such as revision rates, question types, or engagement changes.	Systematically gathers evidence and can describe emerging patterns.	Maintains a broad evidence base comparing responses across assignment types and use levels.	/3
Practice-Value Alignment	Can articulate core feedback values and has considered how the tool supports or conflicts with them.	Actively monitors alignment and can describe tensions being navigated.	Has documented coherence between values and practice.	/3
Evidence-Based Adjustment	Has made initial adjustments based on early experiences.	Uses an iterative refinement cycle: try, gather evidence, adjust.	Uses multiple evidence sources for continuous refinement with a clear rationale.	/3