It should be clear that providing a

It should be clear that providing and receiving feedback requires much skill by students and teachers. The model advanced in this article does not merely invoke a stimulus-and-response routine but requires high proficiency in developing a classroom climate, the ability to deal with the complexities of multiple judgments, and deep understandings of the subject matter to be ready to provide feedback about tasks or the relationships between ideas, willingness to encourage self- regulation, and having exquisite timing to provide feedback before frustration takes over. To be able to devote time and thoughts to feedback is aided when teachers automate many other tasks in the classroom and provide rich learning opportunities for all students and thus have the time and resources to be responsive to feedback (Hattie & Jaeger, 1998).The model firmly identifies that feedback involves both the giving and receiving (by teachers and/or by students), and there can be gulfs between these. Students construct their worlds of learning and classrooms, and it is a major argument of this article that it is crucial for teachers to understand and appreciate that providing feedback is only a part of the equation. Similarly, some tasks more than others can lead to more effective feedback by teachers, students, or both. Learning can be enhanced to the degree that students share the challenging goals of learning, adopt self-assessment and evaluation strategies, and develop error detection procedures and heightened self-efficacy to tackle more challenging tasks leading to mastery and understanding of lessons. Students' self strategies and help seeking can mediate whether these effects occur. Students who wish to confirm positive self-belief rather than focus on learning goals are more likely to adopt or seek feedback that maximizes positive self-evaluations and/or minimizes negative self-evaluations. A number of self strategies were identified that inhibit the effects of feedback on learning, and it is only when students are grounded in and committed to the goals of learning and when the feedback is related to accomplishments of the learning that feedback is effective (Crocker & Wolfe, 2001). A major task for teachers and parents is to make academic goals salient for all students, because students who are prepared to question or reflect on what they know and understand are more likely to seek confirmatory and/or disconfirmatory feedback that allows for the best opportunities for learning.