"Don't provide students with feedback unless you allow time, in class, to work on using the feedback to improve their work. Then feedback is not an evaluation of how well or how poorly one's work was done, but rather a matter of "What's Next?" in which students have control over the future outcome."
-Wiliam, 2012
In the classroom, students are continually missing or lacking concepts and conceptual understanding within the content (Moss & Bookhart, 2009). Even though teachers were giving feedback, the feedback was not effective, but rather evaluative.
According to Butler and Winne (1995) and Wiliam (2011) feedback should tell what is correct and what to do next, it should be timely enough to be used by the student and the teacher, It should be based on the objective and tied to criteria, and it should engage students in the feedback process.
I'm interested in knowing how feedback correlates to how well students learn specific concepts within project-based learning. By providing effective feedback students know exactly what is needed to be analyzed as a way to identify missing concepts and learning gaps. As the student and the teacher both become more comfortable with effective feedback, the development of conceptual understanding and student lead inquiry will help foster a more inclusive learning atmosphere. Based on Wiliam’s four steps of feedback does effective feedback improve the student's depth of knowledge of a concept?
Butler, D. L., & Winne, P. H. (1995). Feedback and Self-Regulated Learning: A Theoretical Synthesis. Review of Educational Research, 65(3), 245–281. doi: 10.3102/00346543065003245
Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree Press