Whitelock (2010) coined the term 'advice for action' when proposing good feedback practice. Indeed, the literature suggests that good feedback should highlight what the student has achieved and what they need to do moving forward (Gibb & Simpson, 2004). Good feedback should help students figure out how to correct any problems themselves (Nicol & Macfarlane-Dick, 2006). One example cited by these authors is 'go back to page 35 in the text and rethink how you would explain this point in future'.
The timeliness of feedback is an important consideration when thinking about using feedback to improve performance. Page 14 of the Higher Education Academy's Feedback Toolkit outlines a few strategies to ensure that feedback is provide in a timely way. Please offer your own strategies for using feedback as 'advice for action' via the Assessment & Feedback Portal.