Feedback Resources
One of the most important, but often overlooked, teaching strategies is feedback. For many educators, the time and effort put into unit planning, lesson design, and lesson delivery takes precedence and there is a lack of time and effort put into quality feedback systems. Most students receive ineffective feedback -- most often delivered in the form of a simple letter grade that does little to help them learn to improve their performance.
When it comes to feedback, John Hattie (2012) details that feedback has one of the highest effect sizes of 0.75. Hattie goes on to say that feedback "can provide cues that capture a person's attention and helps him or her to focus on succeeding with the task; it can provide information about ideas that have been misunderstood; and it can be motivational so that students invest more effort or skill in the task" (pg. 129). Therefore, it is imperative that teachers spend as much time giving students quality feedback as planning for the lesson.
“When it comes right down to it, we cannot force students to learn anything. We can, however, invite them to learn, get them excited about learning, and even make them want to learn” (Goodwin & Hubbell, 2013, pg. 94).
When it comes to feedback, John Hattie (2012) details that feedback has one of the highest effect sizes of 0.75. Hattie goes on to say that feedback "can provide cues that capture a person's attention and helps him or her to focus on succeeding with the task; it can provide information about ideas that have been misunderstood; and it can be motivational so that students invest more effort or skill in the task" (pg. 129). Therefore, it is imperative that teachers spend as much time giving students quality feedback as planning for the lesson.
“When it comes right down to it, we cannot force students to learn anything. We can, however, invite them to learn, get them excited about learning, and even make them want to learn” (Goodwin & Hubbell, 2013, pg. 94).
Feedback tips
- Link feedback to learning objectives:
- Students must not only understand their learning objective that the feedback is for, but also buy-in to their objectives.
- Keep feedback non-controlling:
- Students know when you are trying to coerce them which actually demotivates them.
- However, if teachers deliver praise simply as information about how students are performing then students can raise performance with little or no negative effect on motivation
- Keep feedback growth-oriented:
- Keep all feedback open to improvement
- Make feedback specific, actionable, and tailored to each student
- Keep feedback formative and non-evaluative:
- Feedback that only evaluates doesn’t tell students what to do with that information
- Feedback should be guidance on what doing are doing well and where they can improve
- Timely feedback:
- When learning new processes, feedback should be immediate
- Quizzes, feedback should be immediately after the quiz
- Independent critical thinking assignments, feedback should be during periodic check-ins
- End of Unit tests or assignments, feedback should be no more than a few days after the test/assignment
- Provide opportunities for students to self-assess and give peer feedback
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Feedback Levels & FrequencyAccording to John Hattie (2012), there are four different levels when it comes to feedback. These four levels mirror the phases of learning that all students go through: novice, proficient, finally in competent. Although feedback is given by teachers, Hattie notes that often times teachers give feedback and it is not really received. When it comes to feedback, it is not how much feedback a teacher is giving their students but instead it is who meaningful it is to the student. A teacher needs to ask themselves if the feedback they are giving is appropriate for the student they are working with.
Task and Product Level: Feedback at the task and product level aims to answer the basic question of whether the student is "right or wrong" in their understanding of the material being learned -- also known as "corrective feedback." Hattie explains the focus of this level is “indicating correct or incorrect responses, needing more or different response, providing more or different information relevant to the task, and building more task knowledge” (Hattie, 2012, pg. 133).This type of feedback is the most commonly employed in classrooms and is most powerful when given to the whole class, as well as when first learning a concept. Hattie suggests that "task feedback is critical and serves as a pedestal on which processing and self-regulation can be effectively built" (pg. 133). Major Questions (Hattie, 2012, pg. 130) How well has the task been performed? Is it correct or incorrect? Examples of Feedback Prompts (Hattie, 2012, pg. 145): Does his/her answer meet the success criteria? Is his/her answer correct/incorrect? How can he/she elaborate on the answer? What did he/she do well? Where did he/she go wrong? What is the correct answer? What other information is needed to meet the criteria? Process Level: The process level feedback focuses on the processes the students use to complete an assignment or a project -- and is generally seen as more productive than task-level feedback. Hattie (2012) identifies several examples of the process level that include “helping to provide connections between ideas, providing strategies for identifying errors, learning how to explicitly learn from mistakes, and providing cues about different strategies or errors” (pg. 134). This type of feedback should be provided formatively, and when done effectively, can help students be more self-reliant and aware of multiple learning strategies. Major Questions (Hattie, 2012, pg. 130) What are the strengths needed to perform the task? Are there alternative strategies that can be used? Examples of Feedback Prompts (Hattie, 2012, pg. 145): What is wrong and why? What strategies did he/she use? What is the explanation for the correct answer? What other questions can he/she ask about the task? What are the relationships with the other parts of the task? What other information is provided on the handout? What is his/her understanding of the concepts/knowledge related to the task? Self-regulation or Conditional Level: This level of feedback is much more student-focused. Here the students are responsible for their own self regulation and they monitor their own progress as they work. t is at this point that the teacher can help students establish grit and perseverance through the learning cycle. For many students this moment is the point at which they either give up when faced with a challenge, or develop the skills needed to work through difficulties. Examples include: “helping students to identify feedback themselves and how to self-evaluate, providing opportunities and awareness of the importance of deliberate practice and effort, and developing confidence to pursue the learning” (Hattie, 2021, pg. 134). When students get to this level, they have a better understanding of the content, their learning intentions and where they are headed -- leading to success in this process. Major Questions (Hattie, 2012, pg. 130) What is the conditional knowledge and understanding needed to know what you are doing? Self-monitoring, directing the processes and tasks Examples of Feedback Prompts (Hattie, 2012, pg. 145): How can he/she monitor his/her own work? How can he/she carry out self-checking? How can he/she evaluate the information provided? How can he/she reflect on his/her own learning? What did you do to . . . ? What happened when you . . . ? How can you account for . . . ? What justification can be given for . . . ? What further doubts do you have regarding this task? How does this compare to . . . ? What does all of this information have in common? What learning goals have you achieved? How have your ideas changed? What can you now teach? Can you not teach another student how to . . . ? Self Level At this level, a lot of the feedback can come in the form of praise. While praise has the ability to provide comfort and support to students, it really does not provide focus to the task, process, or self-regulation (Hattie, 2012, pg. 135). In fact, Hattie (2012) asserts that “if you wish to make a major difference to learning, leave praise out of feedback about learning” (pg. 135). Since praise can be a distraction to the students learning, it is recommended that teachers carefully consider the time and place for praise. Praise can create a positive classroom climate but can also detract from desirable growth. Major Questions (Hattie, 2012, pg. 130) Personal evaluation and affect about learning |
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Students need feedback to help guide them on their learning paths to success. "The first rule of feedback reflects the straightforward observation that it doesn’t have much impact if students are not receptive to it” (Goodwin & Hubbell, 2013, pg. 91). Knowing students on an individual level is key. By having the students set goals, the students are detailing what they want to accomplish. Teachers can utilize feedback to help them achieve the goals they have set for themselves. “Buying into their learning objectives helps students view feedback – both critical and affirming – as essential to helping them accomplish their learning goals. Likewise, when students set learning goals, it’s critical that they receive feedback on their progress toward those goals” (Goodwin & Hubbell, 2013, pg. 92).
Self and peer feedback also provide benefits. These forms of feedback are a great way to increase student “buy-in.” Goodwin & Hubbell (2013) state “Self-assessment may not come naturally to students at first, but there are several guidelines to help them become comfortable with the process. When it is used successfully, students take ownership of the feedback and are more likely to be open to others’ feedback in future learning opportunities” (pg. 103).
It is important to remember that effective feedback is non-controlling, rather than controlling.
Self and peer feedback also provide benefits. These forms of feedback are a great way to increase student “buy-in.” Goodwin & Hubbell (2013) state “Self-assessment may not come naturally to students at first, but there are several guidelines to help them become comfortable with the process. When it is used successfully, students take ownership of the feedback and are more likely to be open to others’ feedback in future learning opportunities” (pg. 103).
It is important to remember that effective feedback is non-controlling, rather than controlling.
- Controlling Feedback - Often is reflected in value-laden judgments or attempts to coerce and/or cajole a student into changing behavior.
- Non-controlling Feedback - Focuses on encouraging, motivating, and guiding learning.
See Some Examples & Resources:
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