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"Was it used by students to advance their learning?" - Wiggins (2012)
Effective feedback reveals student knowledge developed through personal experiences, how that influences their thinking, and is usually the basis for their assumptions about concepts studied in school (Walsh, 2022)
TASK-LEVEL FEEDBACK: It relates to the performance of a specific learning task such as decoding words, solving a simple equation, or responding to a recall question. Corrective feedback is the type most frequently used at this level.
Examples: “That is not correct. Listen carefully as we talk more about this. I’ll come back to you later to find out if you’ve worked through this.” “You’re using the wrong operation. Reread the problem and think about how to attack this problem.”
PROCESS-RELATED FEEDBACK: This is more effective than task-level feedback because the focus here is on how the student arrived at the response–not on the answer itself. This type of feedback often prompts students to rethink and modify their initial responses.
Examples: “What makes you say that?” “How did you arrive at this conclusion?” and “What evidence do you have to support this inference?”
SELF-REGULATED FEEDBACK: Given that self-regulation is a goal and potential benefit of feedback, this is the most highly valued level of feedback with the intent to develop students' ability to generate feedback for themselves
Examples: “Reflect on the steps you used to reach this conclusion. What might you have left out?” “In what ways does your response align with the success criteria?”
SELF-RELATED FEEDBACK: This level of feedback is the least useful to students because it focuses on the individual, not the performance or work product. Included at this level are both praise and criticism. Examples: "You are a good writer," and "You do sloppy work." Self-related feedback can be useful in non-academic conversations. As teachers develop personal relationships with their students. For example, "You really hustled in last night's game," or "I really appreciate your table manners."
Derived from Questioning for Formative Feedback, Walsh, 2022
Provides a way for teachers to dramatically increase engagement.
If a misconception surfaces, the teacher can engage the student in dialogue to peel back the experiences that led to faulty inference and help the student identify evidence or use reasoning that counters the inference.
If a student responds currently, the teacher can guide the student to deeper learning and thinking.
Ensures students know how well they are learning.
Increases students’ belief that they can succeed. When students receive daily feedback on their progress, when they see clear evidence that they are progressing, they are much more confident that they can tackle the learning tasks that they experience in school.
Feedback helps students reinforce and extend their correct understandings, correct mistakes or errors, unravel misconceptions and identify next steps in learning.
