ABSTRACT
This chapter describes the aspects of a larger multi-method study which investigated the extent of convergence and divergence among lecturers' beliefs about providing feedback on students' written work, and their actual practices. Practices of providing feedback will presumably be influenced by beliefs derived from teachers' respective educational backgrounds, exposure to theories, teaching experiences, and personal values. Mukundan and Ahour conducted a study on 15 English school teachers and 20 ESL university lecturers which revealed that the respondents considered that the purpose of assessment was not merely to provide a grade or score, but also to assist students in their learning in the form of feedforward to guide students' writing. The chapter explains the teachers' reflections in action by asking them to think aloud while marking some assignments written by their students. Given the central role of providing feedback in the day-to-day practice of teaching, therefore seems a very appropriate focus for reflection.
