Feedback is indispensable if the potential gains of formative assessment are to be realised in the classroom. Therefore, this explanatory sequential mixed methods study sought to describe the feedback content and process of 1088 Jamaican secondary school teachers in general before exploring the practices of 32 teachers of English. Data analysis showed that teachers predominantly gave summative feedback, delivered orally and to the whole class for efficiency and to address the most frequent student errors. The findings imply that formative assessment implementation can be improved by including information on where students are, where they are going, and how they can get there in teachers' feedback. In the Jamaican context, the learning function of assessment, not the grading function, must be emphasised.