An investigation into uses of evaluative feedback in a graduate-level external-studies course in supervision is reported. Methods of presenting feedback are described, utility and clarity of feedback discussed, and the role of feedback in external and traditional instruction compared. Student assessment of the methods utility and the accuracy of instructors' comprehension of student communication (as perceived by students), and instructors' own assessments of their teaching are analyzed. Conclusions of both students and instructors are given, with recommendations for future feedback methods in external-studies courses. (SK)