Feedback is part of course quality, and it is often where good courses fall short. Quality feedback is timely enough that students can use it on the next attempt, specific enough to point to a next action rather than just a score, and tied to the criteria you assess against. Feedback that arrives weeks late, or says only good job or see me, does little for learning.

When you review a course, ask whether the feedback loop helps students improve. At design-review time you can only evaluate whether the course is set up to support good feedback, such as whether rubrics, feedback points, and return-time expectations are built in, because the act of giving feedback happens while delivering the class, not while designing it. Building in drafts, returning work promptly, and writing comments that name a concrete next step are the moves that turn feedback from a formality into a genuine part of learning.