Key points are not available for this paper at this time.
It may seem that feedback is a rather small notion to write a whole book about. However, we suggest that it is time that understandings about feedback in education are examined more closely. In this chapter we adopt a broad definition of feedback which includes all dialogue to support learning in both formal and informal situations. We argue that this dialogue will be influenced by different views of learning and we need to explore feedback alongside associated beliefs about learning, to consider how feedback can be most effective in promoting learning.
Askew et al. (Tue,) studied this question.