
Feedback Literacy: Activating Student Learning Potential
Do you see the same problems in student assignments time after time? Do you find that your students don’t act
July 2026


July 13, 2026 | By Nichole DeWall
July 13, 2026 | By Amanda Gunlefinger
“Feedback must become a basic component of course design. Since grading drains the teacher’s time to design assignments, monitor results, and make improvements, its importance must be downgraded. Ultimately instructors can best aid the feedback process by designing assignments with clear, relevant objectives, and redesign them in light of students’ learning. That requires sophisticated disciplinary knowledge and knowledge about the biological and psychological processes of learning. All that’s demanding, but the acquisition and correction of such knowledge is the exciting intellectual core of teaching.”
—Larry D. Spence, Maybe Teaching Is a Bad Idea

Do you see the same problems in student assignments time after time? Do you find that your students don’t act

A true story: by the time I’d reached the ninth grade, I had a well-earned reputation as a jerk, albeit

It doesn’t make any sense. You worked hard on that assignment, studied long hours for the test. You’re upset—texting complaints
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