Research indicates that feedback is mistakenly conceived of by students and teachers as comments on pieces of work, rather than a process of co-constructing standards within the discipline, department, faculty, profession or practice (Carless and Boud, 2018).
Part of the solution proposed by the AfL model is to increase meaningful feedback, which does not necessarily mean MORE of it. It can be more effective while also being efficient.
This section provides a variety of feedback practices and techniques which teachers can use for summative and formative feedback on assessments.