Feedback

Feedback is timely, actionable, and useful information about a student's learning that helps them take the next steps in the learning process (Brookhart, 2016; Grant, 2015).

A more formal definition (Black & Wiliam, 1998) suggests that a high quality feedback system includes:

    1. Information that helps the learner see their current performance clearly

    2. Information on that helps the learner understand the target level of performance (desired performance)

    3. Information that helps the learner see clearly productive means to address the gap between current and desired performance (strategies, actions)

    4. Action to close the gap

An important distinction between the common definitions of feedback and this more formal definition: Typically we refer to feedback as something a teacher does ("The teacher gave feedback to the students"). The more formal definition of feedback emphasizes learner understanding and action. What is important in feedback loop is the learners clarity on current performance, desired performance, strategies, and, ultimately, taking action.

Evidence suggests that formative feedback is among the most important and most powerful elements of learning (Black & Wiliam, 1998; Pellegrino, Chudowsky & Glaser, 2001). John Hattie (2007) found that feedback fell in the top 5 to 10 highest influences on student achievement (with an effect size of .79).

Elements of high quality feedback include (Brookhart, 2016; New Teacher Center, 2009):

  1. Accurate and truthful

  2. Clear (and check for student understanding

  3. Specific (rather than general)

  4. Descriptive (rather than evaluative) - Describe students work.

  5. Focus on the work and the process (student thinking). Do not focus on the student personally.

  6. Relates to the learner's self-identified goals

  7. Identifies productive action (focuses on ways to improve that are in the learner's actionable space)

  8. Asset based (focuses on strengths to build on, not just weaknesses)

  9. Connected to evidence

  10. Timely (immediate for simpler tasks, slightly delayed for more complex tasks)

  11. Mostly give feedback relative to the goal (criterion referenced). May use self-referenced feedback (comparison to the students prior performance) for students who are struggling with a particular goal. Never use norm referenced feedback (comparison to other students.

  12. Directed at individuals (as opposed to the whole class).

Some Examples:

  • Effective oral feedback:

    • More effective: "Joe, I see that you identified the use of alliteration in this piece. That is one of our learning goals for today!" (Specific)

    • Less effective: "Joe, great work. Nice!" (General)

    • Less effective still: "You are so smart!" (Praise)

  • Effective written feedback:

    • More effective: A returned writing rubric with "generally well-constructed flow of ideas" highlighted under the "structure" element. The comment reads: "Joe, our next step is to make the arguments flow logically (see the next level on the rubric). For example, in the next draft, when you make the claim that slavery was the cause of the civil war, include how that relates to your first claim about northern industrialization."

    • Less effective: "85%, great job. Keep working on making your arguments flow logically."

Sources:

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.

Brookhart, S. (2016). Giving students effective feedback. Alexandria, VA: ASCD.

Grant, D. (2015). The social profit handbook: The essential guide to setting goals, assessing outcomes, and achieving success for mission-driven organizations. White River Junction, VT: Chelsea Green Publishing.

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. doi:10.3102/003465430298487

New Teacher Center. (2009). Foundations in Mentoring. Retrieved from Santa Cruz, CA:

Pellegrino, J., Chudowsky, N., & Glaser, R. (Eds.). (2001). Knowing what students know: The science and design of educaitonal assessment. Washington DC: National Academies Press.

Wiliam, D. (2012). Feedback: Part of a system. Educational Leadership, 70(1).

For more on feedback, listen to Chris Ward and Page Tompkins discuss feedback in general, and the Hattie & Timperley (2007) study in particular on UVEI's internal podcast "The Protocol" (The Protocol - Feedback).