ABSTRACT
This chapter synthesises barriers and enablers to learning-focused feedback processes as presented throughout the book. Rather than requiring substantial changes to existing practices, it is argued that significant shifts towards learning-focused feedback processes can be achieved through the aggregation of marginal gains from multiple small changes. A synthesis of the feedback design cases from the Feedback Cultures project is used to propose some key characteristics of feedback literacy teachers. Data collection tools from the project are presented to enable individuals and course teams to self-evaluate their practice in facilitating student learning through feedback. Key future directions for research and practice are discussed, and the key messages of the book are synthesised into a resource outlining ‘30 key ideas in designing for uptake of feedback’ (Box 10.6).
