ABSTRACT
Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This chapter provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective. The chapter deals with a conceptual analysis of the meaning of the term feedback, which is more slippery than one might think. It aims to encourage teachers to view feedback as a continuum in which a productive dialogue occurs. Feedback is one of the most powerful forms of intervention in education but it is also one of the most misunderstood.
