ABSTRACT
This chapter describes a culture in which students and teachers can be best equipped to learn, receive and give feedback. It considers the elements which have the greatest capacity to make feedback and, therefore, learning effective, whether from teacher to student, student to teacher, student to student, between staff members or involving parents. The practical application of the principles of formative assessment/evaluation has evolved since then, as teachers have experimented with what this means in practice. Learning is the outcome of the processes of moving from surface to deep to transfer. Cultivated via a culture of high trust and being able to explore, it is helpful to think of three related elements which deepen our understanding of what makes effective achievement and therefore related feedback: the skill, the will and the thrill. Programed instruction, praise, punishment and extrinsic rewards were the least effective forms of feedback for enhancing achievement.
