Abstract

This article reviews the concept of feedback, student and teacher perceptions of the feedback process, and activities that encourage feedback, with the objective of proposing a feedback model for learning. To develop this proposal, the Boote and Beile quality criteria for literature reviews were employed. Research from 2008 to 2018 was reviewed, from the United Kingdom, Australia, and China. The results describe feedback as an act of sustainable dialogue, in which the alignment of student and teacher perceptions is fundamental; peer feedback is viewed as an activity for promoting self-regulation. To conclude, a proposed model includes various considerations for implementing feedback for learning.