Feedback approach

I enjoyed reading ‘The mythology of feedback’ (Adcroft 2011). This paper questions: do academics and students share the same feedback mythology? If there is only a limited sharing of feedback mythology, How does the dissonance this creates manifest itself?
For me, the most interest argument in this paper is, ‘effort put into feedback that is not focused on assessment, despite the investment of time and resources, is simply not seen as feedback by students’. ‘Students cannot learn from feedback if they do not recognise that they are receiving feedback or if they are only interested in the marks they receive on assessed work’.

I agree with 'accurate measurement of feedback effectiveness is difficult and perhaps impossible'(Price et al. 2010).

My feedback approach is:
- Make effort to assist student learning, assist them to achieve their learning goals.
- To do this, understanding the expectation of student is important (I found one minute paper is useful).
-  Check if the intended learning outcome and assessment criteria (and rubric) are really addressing what it claimed to be for the unit