Abstract
Student feedback is currently at the fore-front of higher education discourse, with students apparently less satisfied with feedback than with most other aspects of the student learning experience (Evans, 2013). In this chapter I will not attempt to review the extensive literature on this topic, but only to consider key aspects that relate to the knowledge structures approach that is the focus of this book. In this context feedback is seen as a vital link between the theory that supports teaching (Chapter 6) and the focus of development of academics in dialogue with their students (Chapter 8).