Self-level: Personal evaluations and affect (usually positive) about the learner.

Task: Tells students whether the work is correct/incorrect.

Process: Prompts students how to do it better.

Self-regulation: Prompts the learner to make judgement on own work against the success criteria.

Think of a context in your subject discipline. Give an example of each level of feedback.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.

Read Goh (2020) to understand possible misconceptions in understanding and applying levels of feedback in practice