Feedback is considered of great relevance for supporting student learning. It is therefore the focus of a significant body of theoretical work and is included in many observation frameworks for measuring teaching quality. However, little is currently known about the extent to which the theoretical and empirical knowledge of feedback from the literature is represented in operationalizations of feedback in observation frameworks. In this exploratory study, we first reviewed the literature and identified nine quality criteria for effective feedback. Using content analysis, we then explored the extent to which 12 widely used observation frameworks for teaching quality reflect these criteria and the similarities and differences in their approaches to capturing feedback quality. Only ten of the 12 frameworks measured feedback. Nine frameworks addressed feedback directly, while one framework only captured feedback indirectly. All frameworks differed in the number of feedback quality criteria they captured, the aspects they focused on for each one, and the detail in which they described them. One criterion (Feed Up) was not captured by any framework. The results show that more clarity is needed about which facets of feedback are integrated into frameworks and why. The study also highlights the importance of finding ways to complement observation frameworks with other measures so that feedback quality is captured in a more comprehensive fashion.