AbstractIn evaluating progress on change in a faculty-based assessment strategy, students and staff were consulted about what characterised effectiveness in formative feedback processes. In addition to the more mechanical qualities that are often cited as desirable, such as promptness, legibility and clarity, a strong emphasis on two issues was clear. The first was the diversity of students‘ aspirations and confidence, and the ways in which these differences could affect the kind of feedback students desired. The second issue was the bidirectional effects of effective formative feedback processes and strong learning and teaching relationships upon one another. Possible approaches to adapting feedback practice with regard to these emergent issues are discussed.
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