ABSTRACT
Much has been written about how the nature of teacher feedback to students is important for learning and motivation. It is a particularly important feature of formative assessment, typically delivered during instruction and seatwork by teacher remarks in reaction to what students are doing or how they are answering questions. This enables immediate feedback, provided very soon after students' responses. The research on feedback has established some firm principles to guide teachers so that the feedback they provide will be effective. What is lacking in the research that has established these principles is taking into account student voices to provide a greater understanding of how students perceive their performance and what they did correctly or incorrectly, as well as the messages they receive from the teacher or other students. The sequence of student responses to being wrong begins with the source of the feedback.
