Out of the margins: Feeding learning foward

In a climate of increased testing, measuring and focusing on student performance, the vital role of feedback is often blurred as a means of moving students beyond known boundaries, and shaping new learner identities. This paper will readdress and invite conversations about this focus and describe the interim findings of a research project that explores shared meanings of feeding back to students in order to feed learning forward, and the ultimate power of feedback to position and reposition students. Two literacy educators in pre-service teacher education at RMIT University interrogate the ways in which their feedback is authored and read. They also share the feedback strategies they are implementing and monitoring that seek to explore clearer conceptual frameworks for disrupting and strengthening students¿ learning while still allowing student voice.