Abstract
Feedback is an essential element of formative assessment. For students to grow, deepen their thinking, and improve their writing, they must understand and apply instructor comments. Moreover, students must be active participants in the entire feedback process, being proactive rather than reactive. This paper is rooted in my reflection and experiences and integrates current literature in the field. It discusses common feedback challenges and presents strategies for moving beyond a transmission model of feedback to one that invites students to co-construct feedback.
