Feedback should involve learners in the process
Other than just receiving your remarks, how can your students react to your feedback? Do you give them opportunities to truly engage? I had to think a minute to see if I did this. Feedback can look however you and they want it to look.
For instance, for every paper my students turned in, they had to write a letter to me about their process of getting the paper ready for submission—they could write about any aspect—writing, researching, losing their electronic copy, peer evaluating, deadlines, hating the assignment because they hate (fill in the blank). They were able to set the table for me before I began to read. I would say roughly 70-80% of them took this pretty seriously and told me about their challenges, their process, their relationship with their peer group members, their attachment to their subject, and occasionally, their changing of their mind based on the research they did on the subject. I accepted this as feedback on how my teaching was preparing them to do the work. At the end of every semester, I also have my students write paragraphs to me detailing their biggest challenges and their biggest victories. I read all of these to see if patterns emerge which tell me I need to be spending more time on a particular unit or with a specific concept.
My students also used their journals for feedback, especially in the 2nd quarter of a class once they figured out that I read all of their entries in the 1st quarter. They talked to me about their thoughts, feelings, ideas, their reactions to school, the works. This was essential to me to let me know they trusted me, they could confide in me, and they knew I was listening, even if we disagreed on certain issues.
Finally, try to remember to set reasonable goals for yourself in providing feedback. You need to do it consistently for it to have any long-lasting value for students, so be sure you budget enough time for it. Feedback, for me, is where trust is created. My students trust me with their thoughts, ideas, and experiences, knowing that I will read them with a true eye to helping them become the best version of themselves. They’re relying on me to help them find patterns of error and patterns of excellence. I take that mission very seriously.