ABSTRACT
A key message of this volume is that feedback in whatever form needs to be a process in which active engagement from the learner promotes improved student learning. The focus of Part II is on the student role in the feedback process and how teaching and learning activities organised by tutors can enhance student involvement through, for example, engagement with standards and criteria. The contribution of this part to the volume as a whole is to discuss various teacher and student activities that can promote engagement, reflection and student learning. Major themes of the section include: student involvement with feedback and assessment; dialogic feedback; student self-assessment; and peer feedback.
