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Feedback is central to the development of student learning, but within the constraints of modularized learning in higher education it is increasingly difficult to handle effectively. This article makes a case for sustainable feedback as a contribution to the reconceptualization of feedback processes. The data derive from the Student Assessment and Feedback Enhancement project, involving in‐depth semi‐structured interviews with a purposive sample of award‐winning teachers. The findings focus on those reported practices consistent with a framework for sustainable feedback, and particularly highlight the importance of student self‐regulation. The article concludes by setting out some possibilities and challenges for staff and student uptake of sustainable feedback.
Carless et al. (Thu,) studied this question.