Based on Ajjwai's ecological framework, the purpose of dialogic feedback could be articulated at different levels. Level 1 (Microsystem) - To clarify students understand our feedback (information) Level 2 (Chronosystem) - To develop the feedback literacy as framed by Carless and Boud (2018). To develop as a person to respectfully challenge authoritative knowledge through (inner) dialogue with material (Nicol, 2010) Level 3 (Mesosystem) - To experience peer/teacher/parent dialogic feedback beyond subject discipline and learn how to navigate the different modes of dialogue. Level 4 (Exosystem) - To structure the school/depart curriculum that promotes active participation in the assessment process. To promote the ethic of care in feedback dialogue (Bozalek et al., 2016) with students, parents, and internal and external stakeholders. Level 5 (Macrosystem) - To appreciate the ideal of democracy in Singapore
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