Students, however, often do not understand their feedback or may not have sufficient working knowledge as to be able to act on their feedback (Sadler 2010) and where it is focused on errors, as opposed to an indication as to how to close the gap between their performance and expected standards, they sometimes struggle to know what to do.  Additionally, at times, students feel they are faced with too much feedback and don’t know where to start (Juwah et al 2004) finding it difficult to prioritise. There are ways in which we can address some of these issues by thinking carefully about the type of feedback we provide for students, but also by having a broader conceptual view of the way in which we use AFL and feedback to promote student learning.