ABSTRACT
The terminology of the learning gap, introduced by Ramaprasad, was very much about establishing a gap, which needed to be changed or altered. Feedback was the mechanism that facilitated altering the gap. Framing the learning gap and the feedback messages used to alter it were very much seen to be in the control of teachers. If feedback, initiated by teachers, were to have any impact in altering the learning gap for pupils, there needs to be some kind of shared understanding, and agreement of what this gap looks like by the different participants. Pupils' interpretation and response to feedback may be related to their intentions to develop their own cognitive capacities. Feedback must help the pupil make sense of the school curriculum so that it can be understood through the experience and context of education and become a part of the pupil's own developing identity.
