Abstract
Feedback as a tool for change and improvement of teaching and learning and as a key element of formative assessment has a long history, as its power was already observed since the edge of the stream of behaviorism. This work is a brief overview of the pedagogical parameters of the school context that affects significantly the quality and effectiveness of feedback on the basis of theoretical model, developed by Hattie and Timperley. The abovementioned model supports teachers to re-discover the significant effect of feedback on learning, primarily as a means of formative assessment and secondly as a process of positive transformation of their consolidated teaching practices in daily educational process.
Pedagogical parameters for the rediscovery of feedback as a tool for formative assessment of teaching and learning according το the theoretical model of Hattie and Timperley