Providing Feedback

  • Feedback should be embedded into each component of Curriculum, Instruction, and Assessment. It is the critical element of the whole process that can have dramatic difference on student learning.

    Our goal should be to have students understand the objective, understand where they are in relationship to the objective, and move forward by receiving ongoing feedback about their progress. John Hattie, a Harvard researcher who analyzed more than 8,000 studies on learning and instruction said, "The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be "dollops of feedback".(1992)

    Those "dollops of feedback" can come from experts, peers, or self. The resources listed below might be used to provide all three types of feedback, but some resources might lend themselves more toward one type of feedback than another.

  • Objective Score Sheets - There are some videos and a variety of examples.

    • Self

    Sample Feeedback Lesson - View a sample lesson where the teacher provides a variety of opportunities for the students to receive feedback on their understanding of the objective.

    • Expert
    • Peer
    • Self

    VoiceThread - Gives students an opportunity to express what they know by commenting through voice, writing, or video.

    • Expert
    • Peer
    • Self

    Carousel Feedback through VoiceThread - VoiceThread provides a way for users to comment on media including images, documents, or videos.  Teachers/students can upload projects and have other students or groups rotate through the projects providing feedback or in VoiceThread terms comments.

    • Expert
    • Peer

    Three Column Notes Plus 1 - Add an extra feedback column to the three column note strategy. After students have taken notes, they can pause to compare their notes with a partner and noting in the feedback column any differences, questions, or comments that might arise from comparing notes. Teachers could use the feedback column to clarify thinking through comments and questions.

    • Expert
    • Peer
    • Self

    Rubistar - While teachers usually create rubrics to make sure the descriptors relate to the objectives, feedback can be obtained from the teacher, a peer, or the student.

    • Expert
    • Peer
    • Self