ABSTRACT
Feedback consists of responses to and evaluations of pupils' efforts: informal impressions as well as formal assessments. Ideally, feedback informs and motivates. Before feedback, there can be feedforward. Feedforward gives pupils information about what they are going to do. This chapter analyses and illustrated different kinds of feedback and feed forward. A grid is given which teachers can use to explore who gives feedback, what targets and criteria are used, and what happens next. There is valuable research suggesting that extrinsic motivations and rewards undermine confidence, autonomy and -participation. The feedback a pupil gets can help her or him answer the summative question How well have I done? Differences between formative and summative assessments are examined according to their agents, purposes, criteria and outcomes. Pupils learn and do well when they have time, and help if they need it, to do something with the feedback they get.
