ABSTRACT
Students who endorse the value of feedback are likely to achieve more because they see feedback as an aspect of their self-regulation. Hence, the power of feedback is determined, in part, by whether students believe in using feedback of any type as a useful instrument in the self-regulation of learning. Getting students to believe this is, naturally, an important role for the teacher. Grading of student learning and communication of those grades are difficult, especially when they attempt to summarise multiple sources and kinds of information into a single indicator. School systems globally require teachers to report formally about students and their learning. A reason for glossing over problems and being positive in reporting to families is a fear of blaming or labelling the child or inadvertently threatening the well-being and self-esteem of the child. A good report describes—like good feedback—where the student currently lies on the progression with a description of strengths and needs.
