ABSTRACT
This chapter presents a conceptual framework, derived from research in which formative assessment cycles are presented as a critical concept for contextualizing feedback, as part of four activities: (1) clarifying learning goals (expectations and/or criteria), (2) collecting information, (3) analyzing and interpreting information, and (4) acting on/using the information collected to move students closer to the learning goals and supporting the necessary steps. We believe the framework will help you to think more deeply and critically about implementation issues related to feedback, and to study feedback in the classroom with increased precision and understanding.
