I have to say that this is the first time in my long and illustrious teaching career that I have ever looked at my feedback in such depth
early on, my feedback used to belong to the "you need to pull your socks up" school of feedback
then came the feedback sandwich and medal and mission
then came the realisation that feedback and the learning process should ideally not be a top-down process; the emphasis should be on the student taking responsibility for their own learning
and now we reach a new level of sophistication with the excellent level of feedback achieved by the OU, along the lines suggested by Bales - though the challenge is for the tutor to maintain a balance between top-downness and leaving the student to sink in a sea of vagueness and unanswered questions
Feedback through the ages
Feedback through the ages