Feedback to learners is important to improve their development. In the formal school sector, meta-analysis of large numbers of research findings, mainly through quantitative methodologies, reinforces the role of learners’ efficacy as a major contributor to effective learning (see Hattie, 2009). Learning is premised on learners being able to work out how much they have achieved with a learning tasks, how they have performed and then, using the feedback on performance, plan how to progress their learning (i.e. self-efficacy). A key aspect of attaining efficacy is for learners to interpret, analyse and work on feedback attained through access to socio-cultural inter-relations and responsiveness to the sociomaterial influences of work. Socio-cultural feedback may come from other learners, teachers, workmates, etc. Feedback from the sociomaterial aspects of trades work are obtained through working intensively with tools, machinery, materials and other accessories of trades work. As trades workers perform work tasks, their tools, machinery, etc. provide a range of sensory and tactile responses, some of which are crucial to acknowledge towards ensuring the optimal achievement of work tasks. Responsiveness to the ‘messages’ from sociomaterial artefacts is required to attain and maintain high standards of trades work. © Springer Nature Singapore Pte Ltd 2020.
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