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By Ian Sadler.

Feedback is considered to be an integral part of any effective teaching and learning environment. Feedback is information that allows for comparison between actual and desired performance (Ramaprasa 1983). Without feedback we can have no point of reference for what constitutes good-quality work and therefore no information on how to improve or self-regulate what we do (Sadler, 1989). Within higher education the concept of formative feedback has become prominent. Shute (2008) defines formative feedback as information that is intended to modify thinking or behaviour to improve learning. Although this is similar to the broader definition of feedback above, in practice there is a sense that the information to students in formative feedback is more ongoing, informal and is often ‘grade-free’. The current review will consider both formative and summative feedback practices. Summative feedback can be considered to be feedback on assessed work that contributes to the grade for a module and where there is no further related work to be undertaken on the particular module.

The full critical review can be downloaded below.

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