Feedback for learning

(a) The aim of this chapter is to present a historical account of feedback conceptualizations and discuss current trends in feedback research and practice. (b) The main concepts show that many definitions of feedback exist which have influenced research and practice, shifting from feedback as information, to feedback as a process that foregrounds the learner and has effects, or to feedback being a social and cultural practice. (c) Main conclusions include potential for deliberate feedback designs, technology-enhanced feedback, and feedback literacy to enhance the effects of feedback. (d) In conclusion feedback for learning should: position students as active learners, and be designed deliberately to scaffold iterative processes, within environments of trust and care.