Feedback is a necessary prerequisite for the student or the group of students when they evaluate their progression in learning. The feedback can be provided by the student, by fellow students or by the teacher or supervisor. However, the forms and the content of feedback to the student often vary unpredictably in their distinctiveness and usefulness as a support to the learning process of the student. Thus, it can be hard to know what factors made learning more efficient in one situation as compared to another one. Since learning is associated with the student and/or fellow students, the follow up of their learning is often terminated as soon as the student has finished examination and delivered course evaluations. Parallel to the learning of the student there should be a learning associated with the teacher and the teacher´s staff. The way the goals of a course are approached by educational means do contain much information for the teachers as to which means should be the most efficient ones. In order to safeguard information about the teaching events as presumptive causes of efficient student learning and staff development, more effort should be put on the documentation of teaching and other decided activities that were supposed to promote learning. The paper gives concrete examples of the use of different means to make the feedback to students more efficient. By beeing more explicit about the goals of the course at focus for the student´s learning much uncertainty can be reduced on what is expected of the student as regards the area of content to be learned and mastered. It also means that the self generated feedback of the student will become more easily to assess as compared to feedback around more general and amorphous stated learning goals. By beeing explicit about the goals of the course the teacher also sets the standard for evaluating the student´s achievements of the curriculum at focus. From a cognitive point of view the effect of making the constructs and the relations between them more explicit should facilitate the structuring and remembrance of the learning material. Also, staff learning and development should be positively correlated with the expliciteness of the goals stated and the formulated central constructs associated with them. However, much of the teaching activities designed and their impact on student learning are vulnerable to "positive entropy" since many of them will not be properly evaluated and incorporated in the teachers´ conception of functionally and efficient means of teaching. Setting goals is also a question of balance: beeing to explicit and precise as regards course goals might result in a closing up strategy of learning while beeing to general and imprecise in goal formulation might give no hints of what is actually expected of the student to achieve. This paper discusses the use of different means to make feedback to students and the staff more efficient and a question of common interest if the ambition is to enrich the curriculum and support student learning as well as staff development. Data from an ongoing project on student and teacher feedback will also be presented.