ABSTRACT
Feedback is potentially one of the most powerful influences on learning, yet its effects can be
highly variable. It is vital that schools are aware of the power of feedback in order to maximise learning and improvement. Research demonstrates that teachers give much feedback, yet students say they receive little. Thus attention needs to be drawn to the ways that feedback is received by students as the provision of feedback is no guarantee that it can be actioned. Current models of feedback shift away from a transmission model of feedback from the expert to the novice and instead highlight a reciprocal flow of feedback between students, peers, and teachers. An important aim of such models is to build the capacity for learners to use feedback to self-regulate. A classroom based upon effective and sustainable feedback processes requires a revision of teacher mindset and practice from a giver of feedback to a facilitator of feedback opportunities with the aim of clarifying success, calibrating progress, and promoting improvement for all learners.
