What if feedback only counted if the learner used it?

Most teachers give written feedback because it is a required deliverable, like a checkout assistant handing every customer the printed receipt, even though few use them. However there is no point in giving feedback unless the learner uses it: modifies or actively reappraises something specific as a result. This paper explores the theoretical and practical implications of taking this as the starting point. It suggests we should study techniques which actually, have shown some success. Three are discussed which cover both marks and open-ended feedback comments; and three types of student goal: regulating the effort they apply to learning, correcting knowledge and understanding, and improving procedural skill. Crucial to these interventions seems to be that, in one way or another, they prompt students into processing the feedback. This does not seem to happen automatically.