Feedback is critical to the learning process, especially when behaviors are being learned.
We look to our environment constantly for clues about how well we are doing. If that feedback is readily available and unambiguous, we can internalize our needs and make corrections, or we can acknowledge our successes and press on to something new. We've committed to changing our approach to instruction, and by default, we' ve committed to considering new ways to manage feedback and assessment. Feedback can be unintentional, informal, or formal in nature. Students and teachers set quality criteria for both products and processes.