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There is no argument amongst educators that a teacher’s feedback represents a significant contribution to a learner’s in-class learning outcomes. However, while the contribution of a teacher’s feedback is significant there are also challenges associated with the effectiveness of a teacher’s feedback. These challenges, the authors suggest, centre mainly on the effectiveness of the discourse between the teacher and the leaner. To possibly assist in addressing some of the challenges associated with the effectives of a teacher’s feedback this paper outlines that there needs to be an emphasis on Future Actionable Knowledge. Future Actionable Knowledge, the authors contend, is driven by Assessment To Learning, which highlights the use of interconnected formative assessment tasks within the teaching and learning space. By highlighting the use of interconnected formative assessment to drive Assessment To Learning, the authors believe, influences a teacher’s feedback to the learner by providing the leaner and the teacher with Future Actionable Knowledge, facilitated through Multi-Dimensional Discourse, via Feedback-Feedforward Learning, whereby, the teaching and learning activities associated with the learning space focus on value-adding to the in-class learning of the learner