ABSTRACT
So far in this book there has been a focus on why there is a need to rethink our assumptions and beliefs about the nature of feedback and to reshape our conceptions of feedback and how it works. Ideas and evidence of how this can work in practice have been put forward and discussed. However, what has not yet been considered is how we bring about large-scale transformation. So Part III is concerned with outlining and critically examining frameworks and models that have been used to try to achieve large-scale change in feedback processes and practices in order to better support student learning.
