Rethinking feedback: an assessment for learning perspective

The provision of feedback to learners has long been recognised as a crucial aspect of effective learning in university education and is often regarded as the main means by which student learning will be improved. In the UK the issue of feedback has attracted considerable attention, not least in relation to its inclusion in the National Student Survey (NSS) in the form of ‘feedback and support’, but also becoming enshrined in the QAA codes of practice.