Summative and formative electronic assessment can be used in the foreign-language classroom to provide appropriate feedback to learners. However, this presupposes that the learners (and the teacher) are sufficiently informed about the use of digital media and have already tried and used them. Therefore, at the beginning of this chapter there is a brief update of digitization. Mostly, electronic assessment and feedback is used for summative determination of the achieved learning level; the higher education sector predominates. In school-based instruction, electronic assessment and feedback occur less frequently. However, these feedback practices have increased dramatically in recent years due to the COVID-19 pandemic, especially in the United States, but also in European countries. Electronic assessment can be used for more than just summative feedback.

In-lesson feedback has gained momentum and can take a variety of forms, so teachers and learners have to be adequately trained. The relevant terminology is explained on the basis of pratice-oriented lesson examples. Furthermore, the importance of grading/marking is underscored. To avoid possible negative outcomes of grading, many different features of feedback are introduced, above all those that promote not only the learning of the students but should influence also the teaching measures.

Supervision is a critical opportunity for a clinical psychology trainee to receive feedback to develop their skills. The chapter begins by describing ways to make the most of this opportunity. Practical steps are outlined that include, goal setting for supervision sessions, planning agendas, ways to learn from sessions recordings, and accounting for supervisory outcomes and activities, and how to challenge yourself to advance beyond the familiar. The chapter also critiques recent developments in “reflective practitioner” approaches to supervision and outlines practical steps to remain evidence-based by using data-driven reflective practice. The chapter concludes with a discussion about how to begin to learn supervisory skills as the clinical psychology trainee anticipates one day moving into a supervisory role.

In Chapter 9: Feedback, you will choose the focus and timing of your formative and summative feedback. You will determine how peer feedback will be incorporated into your course and how learners will use the feedback. You will create or revise a feedback tool to use in your learning activity, which you will finalize in this chapter.