ABSTRACT
This chapter addresses different levels and types of feedback that teachers can provide students, and offers several suggestions regarding how they can provide such feedback to optimize student motivation and Self-Regulated Learning (SRL). It recognizes that most teachers are under enormous time, logistical, and curriculum-related constraints. Thus, it is not always easy nor is it feasible for teachers to provide high-quality feedback to all of their students. The chapter also addresses three feedback levels: task outcome, task process, and SRL process. It provides a general guide for teachers to use when providing feedback. In a general sense, teacher feedback and student self-monitoring seek to accomplish the same thing; that is, to provide information that students can use to improve, adapt, and/or enhance their knowledge or skills. Many teachers freely acknowledge that they do not spend a lot of time planning or thinking about the best ways to provide feedback.
