Group items tagged

Figure 2.2. Amount of Feedback Purpose: For students to get enough feedback so that they understand what to do but not so much that the work has been done for them (differs case by case) For students to get feedback on "teachable moment" points but not an overwhelming number

Examples of Good Amounts of Feedback Examples of Bad Amounts of Feedback

Figure 2.4. Feedback Mode

Figure 2.5. Feedback Audience Purpose: To reach the appropriate students with specific feedback To communicate, through feedback, that student learning is valued

Examples of Good Feedback Focus Examples of Bad Feedback Focus

Making comments that bypass the student (e.g., "This is hard" instead of "You did a good job because …") Making criticisms without offering any insights into how to improve Making personal compliments or digs (e.g., "How could you do that?" or "You idiot!")

Making comments about the strengths and weaknesses of a performance Making comments about the work process you observed or recommendations about a work process or study strategy that would help improve the work Making comments that position the student as the one who chooses to do the work Avoiding personal comments

Figure 2.7. Kinds of Comparisons Used in Feedback

Purpose: Usually, to compare student work with established criteria Sometimes, to compare a student's work with his or her own past performance Rarely, to compare a student's work with the work of other students

Examples of Good Kinds of Comparisons Examples of Bad Kinds of Comparisons

Purpose (for Formative Assessment): To describe student work To avoid evaluating or "judging" student work in a way that would stop students from trying to improve

Examples of Good Feedback Function Examples of Bad Feedback Function