Please enable JavaScript.
Coggle requires JavaScript to display documents.
Ch. 6: The Long View—Does Feedback Improve Learning? - Coggle Diagram
Ch. 6: The Long View—Does Feedback Improve Learning?
One of the best ways you can help students learn to use feedback is to make sure you build in opportunities for students to use it fairly soon after they receive it.
What the Research Shows
Successful students used every bit of feedback they could get to move their learning forward.
Successful students test their concepts of themselves as learners and the quality of their work against the evidence they get in their feedback.
Less successful students were more likely to see assessment and feedback as under their teacher's control, not their own.
You can and should deliberately plan lessons that include opportunities for students to use feedback.
"Next time" feedback is ineffective. The longer the time between receiving the feedback and recalling it, much less using it, the more the feedback message fades.
Modeling How to Give and Use Feedback
You can model giving and using feedback as part of lessons.
You can also model openness to criticism by creating a classroom environment in which constructive criticism is expected and where "mistakes" are recognized as opportunities to learn.
Teaching Self-Assessment Skills
Self-assessment increases students' interest in feedback because the feedback is theirs; it answers their own questions and helps them to develop the self-regulation skills necessary for using any feedback.
Self-assessment enhances an internal locus of control, supports self-referencing over norm-referencing, and leads to improve self-efficacy, engagement, behavior, and student-teacher relationships.
Teaching Peer-Assessment Skills
Students who receive better feedback derive more learning benefits from peer feedback.
Affirming and suggestive peer feedback has positive effects on learning, but didactive and corrective feedback has negative effects.
Peer assessment contributes to creating a classroom environment that values feedback and constructive criticism.
Be Clear About Learning Targets and Criteria for Good Work
Establish clear learning targets and criteria for every lesson, then make sure the work students do to meet their targets embodies those targets and is well assessed according to the criteria; if not, redesign assignments and criteria.
High-quality assignments and rubrics jumpstart good feedback. If students are mindful of the qualities of good work as they do their assignments, the feedback flows naturally from the process.
Feedback has to apply to the work students did, not what they should have done.
Design Lessons Where Students Use Feedback
Feedback from each successive assignment should inform studying and work on the next assignment.
Students should be able to see how the work along the way helped bring them to that point.
Feedback isn't feedback unless it can truly "feed" something.