Abstract
In this paper we review recent research on the topic of feedback and introduce our revised Student-Feedback Interaction model that describes how feedback, offered in a variety of instructional situations, may relate to how learners respond and interact with it. We describe the context of feedback, its source, characteristics of the message and learner, and focus on student processing, along with the outcomes of performance and learning. We propose that three main questions describe student processing of feedback: Do I understand the feedback? How do I feel about the feedback? What am I going to do with the feedback? By answering these three questions, a learner generates self-or inner feedback, and this step is critical in any productive response to external feedback. We also discuss ways in which this model can be useful for scholars and educators.