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=Students are provided with course documentation describing the feedback they can expect from staff. =

Evidence
Students must gain information about how and what they understand and misunderstand. They need to know how they can obtain such feedback. Providing and receiving feedback requires much skill on the part of teachers and students.

Not all feedback serves the same purpose. Blignaut and Trollip (2003) define differences between administrative, affective, corrective, informative and Socratic responses to students.

Resources
Both the institution’s policy on feedback and documentation specific to the course should be provided to students prior to the start of the course.

Evidence of capability in this practice is seen through the use of informal feedback through various communication channels complemented by formal assessment feedback processes such as marking rubrics.

An example of documentation describing feedback can be found at St Andrews University:

http://www.st-andrews.ac.uk/media/Policy%20on%20feedback%20to%20students%20on%20work%20submitted%20for%20assessment%202009.pdf