ALT ‘You should not be that good in week three:’ what can Strictly Come Dancing tell us about feedback and performativity in UK education policy? Caroline Elbra-Ramsay The past decades have seen a plethora of TV reality talent shows emerge. The viewing population likes nothing more than seeing a ‘class’ of bakers, sewers, potters or dancers develop their skills and face the scrutiny of judges before being whittled down to a winner. The popularity of these shows says something about the national psyche but, aside from the entertainment value, may also carry conceptions of teaching, learning, assessment and feedback. By applying a metalinguistic thematic analysis to judges’ feedback, this paper seeks to examine how one UK show in particular, ‘Strictly Come Dancing,’ presents feedback and, using a feedback framework, how this is understood. This feedback framework is notable for the links made to self-regulation, an area that continues to influence UK education policy…