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This content is taken from the National STEM Learning Centre's online course, Feedback for Learning: Implementing Formative Assessment. Join the course to learn more.

Reflecting on your learning this week

This week we have looked at:

  • what feedback is, what it isn’t and why it is important;
  • the difference between judgements, evaluations and feedback;
  • feedback as a gift, ping-pong or loop;
  • examples of feedback interactions;
  • the importance of a mistake-friendly classroom.

However, even if all of these criteria are met it still does not guarantee that the feedback used results in the message being understood and the appropriate action being taken by the student.

Next week we’ll help you develop your understanding and provide practical ideas to help feedback, both written and oral, be more impactful for you and your students.


You were asked to write in Step 1.2 your own definition of feedback. Since then we have explored a range of different characteristics that the research highlights as helping feedback be more effective for learners.

Take a moment now to reflect on your original definition. Is there anything you would change, or add?

Take a moment to fill in your reflection grid. Share one highlight of this week for you in the comments below.

You can download a Word doc template of the reflection grid or create a copy of a Google Doc for your own use.

If you have any outstanding questions you can post them to Step 3.12.

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This article is from the free online course:

Feedback for Learning: Implementing Formative Assessment

National STEM Learning Centre