Feedback

Be as Specific as Possible

For example, feedback like "Great job!" doesn't tell the learner what he did right, and likewise, a statement such as "Not quite there yet" doesn't give her any insight into what she did wrong and how she can do better the next time around.

The Sooner the Better

Numerous studies indicate that feedback is most effective when it is given immediately, rather than a few days, weeks, or months down the line.

Address the Learner's Advancement Toward a Goal

Effective feedback is most often oriented around a specific achievement that students are (or should be) working toward. When giving feedback, it should be clear to students how the information they are receiving will help them progress toward their final goal.

Present Feedback Carefully

The way feedback is presented can have an impact on how it is received, which means that sometimes even the most well-meaning feedback can come across the wrong way and reduce a learner's motivation.

Involve Learners in the Process

When students have access to this information, they develop an awareness of their learning, and are more easily able to recognize mistakes and eventually develop strategies for tackling weak points themselves.

Two stars and a wish

Students identify two positive aspects of the work of a peer and then express a wish about what the peer might do next time in order to improve another aspect of the work. 'I want to give you a star for the start of your story and a star for the way you described the house. I wish that you will tell us more about Billy.'

Teachers model this strategy several times, using samples of student work, before asking the students to use the strategy in pairs on their own. They check the process and ask pairs who have implemented the strategy successfully to demonstrate it to the whole group.

Plus, minus and what's next?

Students comment on what was done well in relation to the success criteria, and also on what could be done better. This strategy may be better used after the students have become adept at using Two stars and a wish. This strategy can also be used as part of self-assessment, where students use 'What's next?' to set a personal learning target.

T.A.G

T = Tell a Compliment

A = Ask a Question

G = Give a Suggestion

• Before you even make your first comment, read the document all the way through.
• Make sure you leave enough time for you to read through, respond, and for your peer to edit his/her document with your comments before any deadlines.
• If you are provided with a feedback form to fill out and something is unclear, do not ignore the item but ask the instructor for clarification.
• Point out the strengths as well as the weaknesses of the document.
• Offer suggestions, not commands.
• Editorial comments should be appropriate and constructive. There is no need to be rude. Be respectful and considerate of the writer's feelings.
• Be sure that your comments are clear and text-specific so that your peer will know what you are referring to (for example, terms such as "unclear" or "vague" are too general to be helpful).
• As a reader, raise questions that cross your mind, points that may have not occurred to your peer author.
• Try not to overwhelm your peer with too much commentary. Follow the feedback form and the issues you are supposed to address.
• Be careful not to let your own opinions bias your review (for example, don't suggest that your peer completely rewrite the paper just because you don't agree with his/her point of view).
• Reread your comments before passing them on to your peer. Make sure all your comments make sense and are easy to follow.
• Avoid turning your peer's paper into your paper.