ABSTRACT
This chapter proposes a conceptual model, whereby the principle of feedback is viewed in a more holistic sense taking into consideration the student’s previous learning experiences, emotions at the time of receiving the feedback and their assessment, feedback and emotional literacy. It suggests how lecturers can design learning environments, which enable students to develop their assessment, feedback and emotional literacy to positively enhance their academic resilience, comprehension, utilisation and behavioural response to feedback received.
