This document discusses feedback in education from various perspectives. It notes that while course evaluations can provide useful feedback, the policies and processes of an institution determine how effective they are. Formative feedback through early and continuous assessment in the context of teaching goals is most effective for improvement. The document also explores methods for early formative feedback through dialogue and surveys, as well as the benefits and challenges of summative feedback through end-of-term course evaluations. It concludes by recommending regular opportunities for faculty to provide feedback to institutions.