## 7 Conclusions and Limitations  
The findings from the learner and faculty surveys, which confirmed a successful alignment and integration of the Matrix of Feedback into course design, reflect positive faculty perceptions and positive learner perceptions of feedback, with the latter supported by institutional student course evaluations. This integration was supported by Backward Design principles, Quality Matters standards, and learning modules within Blackboard LMS. Faculty and learners agreed on the value of feed-up, feed-back, and feed-forward strategies. Both groups recognized the effectiveness of tools like weekly overviews, exemplars, and rubrics to support learning. They aligned on positive perceptions of feed-back at the task, process, and self-regulatory levels, especially for writing, grammar, and rubric criteria. Both groups also valued the importance of feed-forward commentaries in improving writing skills and guiding students through prewriting, drafting, and revising. An interesting degree of disagreements arose over deadlines, writing structure, citation accuracy, understanding plagiarism, understanding of process-level and self-regulation commentaries, and the implementation of feedback to improve one's writing. In line with [PERSON] [94] and [PERSON] [7, 16], the insights on how students and faculty perceive the usefulness of the feedback model are crucial for refining its application and integration, with ad-hoc interventions improving feedback practices, and fostering learner progress. Second, the insights into feedback perceptions and scores revealed that learners valued feedback as a key part of their learning strategy, regardless of their achievement. This suggests a shift in how students, in our case novice learners, start viewing feedback. They no longer see it only as a tool to improve scores but as essential for developing skills and understanding over time. This change, happening in the first year of college, reflects a maturing academic mindset, a first step for instructors to promote feedback literacy [9]. The feedback process is deeply integrated into learning and aligned with the new feedback paradigm; as a result, students now appreciate feedback for its role in shaping their skills, understanding, and competencies. Third, based on the review of feedback models discussed by [PERSON] & [PERSON] [7, 16], which position [PERSON] & Timperley's feedback model within a comprehensive pedagogical framework \"applicable to a wide range of behaviors, contexts, and instructional situations\" [16] (p.15), the Matrix of Feedback for Learning (a further development of [PERSON] & Timperley's model) offers a promising proposal for application across various disciplines. This matrix, with its focus on delivering clear, actionable, and structured feedback, can be adapted to different educational contexts, enhancing its potential for interdisciplinary use. The matrix's ability to integrate various forms of feedback--feed-up, feedback, and feed-forward--at multiple levels (task, process, and self-regulation) ensures that it addresses the diverse needs of learners at different stages of development, from novice to advanced. Given its flexibility and structure, the Matrix of Feedback for Learning presents a strong possibility for supporting feedback-driven learning across multiple disciplines.