Just as a thermostat adjusts a room temperature, effective feedback helps maintain a supportive environment for learning.
~ Dylan Wiliam
~ Dylan Wiliam
Things to Think About When Creating Feedback
- Timing - students need feedback while they are still mindful of the learning target AND while there is still time for them to make changes
- Amount - enough so students understand what needs to be done but not so much it's overwhelming/unattainable
- Mode - pick the mode that is most appropriate for the assignment/student
- Audience - to reach individual student with specific feedback so that he/she knows he/she is valued as a learner
- Focus - describe specific qualities of work, make observations about learning process and strategies, foster self-efficacy, and avoid personal comments
- Comparison - use to compare student work to a criteria, student work to past performance, but not to compare one student to another
- Function - describe don't judge
- Valence - positive comments on what is done well; suggestions as to what can be done to improve
- Clarity - make sure students can understand the feedback
- Specificity - offer guidance, be specific, but don't do the work for the student
- Tone - communicate respect, inspire thought, help student become active in his/her learning
Adapted from Brookhart, Susan (2008) How to Give Effective Feedback to Your Students