Purpose:
For students to get feedback while they are still mindful of the learning target
For students to get feedback while there is still time for them to act on it
Examples of Good Amounts of Feedback
Examples of Bad Amounts of Feedback
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
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