Synthesizing multiple theoretical frameworks to create actionable assessment feedback

Assessment feedback is vital to course improvement. However, many research-based assessments (RBAs) don't center written feedback for instructors as a priority of their design. The theory of action (ToA) for the Thermal and Statistical Physics Assessment (TaSPA) centers this RBA as an instrument for course improvement through its written, actionable feedback. This feedback has been created using Evidence-Centered Design (ECD) and Self-Regulated Learning (SRL). These frameworks work within the theory of action to create feedback that promotes instructor reflection about the course and how it can be improved. We discuss how the feedback was created, how scores are compiled into meaningful categories, and how instructors react to this new format of feedback from RBAs.