3. INTRODUCTION
Effective feedback and the difference between
feedback, advice, and evaluation.
You will be given a model for effectively
praising student strengths while using an
appropriate ratio of feedback to advice.
4. INTRODUCTION
Effective feedback and the difference between
feedback, advice, and evaluation.
You will be given a model for effectively
praising student strengths while using an
appropriate ratio of feedback to advice.
Often, too much advice and too little feedback
5. RESOURCES
Grant Wiggins, You Probably Misunderstand
Feedback for Learning or Seven Keys to
Effective Feedback
Laura Reynolds, 20 Ways To Provide Effective
Feedback For Learning
Susan M. Brookhart, How to Give Effective
Feedback to Your Students
9. VOCABULARY
What is feedback?
Goal-oriented information re: something the student is
doing or has done.
E.g., martial arts:
10. VOCABULARY
What is feedback?
Goal-oriented information re: something the student is
doing or has done.
E.g., martial arts:
“A good fighting stance protects as many areas of your body at
once as possible You’re standing with your chin out in the air
You need to hunch your shoulders and lower your chin.”
11. VOCABULARY
What is feedback?
Goal-oriented information re: something the student is
doing or has done.
E.g., martial arts:
“A good fighting stance protects as many areas of your body at
once as possible You’re standing with your chin out in the air
Your need to hunch your shoulders and lower your chin.”
Model Feedback Advice
12. VOCABULARY
What is feedback?
Goal-oriented information re: something the student is
doing or has done.
E.g., martial arts:
“A good fighting stance protects as many areas of your body at
once as possible You’re standing with your chin out in the air
Your need to hunch your shoulders and lower your chin.”
Model Feedback Advice
“This is how X is done This is how you’re doing X This is what
you need to do to perform X correctly.
14. VOCABULARY
What is advice?
A recommendation for improving performance of a
task.
Rule of thumb: Don’t provide advice without first giving
feedback.
15. VOCABULARY
What is advice?
A recommendation for improving performance of a
task.
Rule of thumb: Don’t provide advice without first giving
feedback.
Often unwelcome or annoying. May seem “nagging” to the student.
16. VOCABULARY
What is advice?
A recommendation for improving performance of a task.
Rule of thumb: Don’t provide advice without first giving
feedback.
Often unwelcome or annoying. May seem “nagging” to the student.
• Better yet: praise students’ strengths, provide
feedback, then give advice.
17. VOCABULARY
What is advice?
A recommendation for improving performance of a task.
Rule of thumb: Don’t provide advice without first giving
feedback.
Often unwelcome or annoying. May seem “nagging” to the student.
• Better yet: praise students’ strengths, provide
feedback, then give advice.
− Note: advice isn’t always necessary. Don’t
underestimate a student’s ability to self-correct, given
thorough and attentive feedback.
20. VOCABULARY
What is evaluation?
The making of a value judgment; in grading, comes in the
form of praise or criticism:
“Great job!”
“Too vague.”
“Very good!”
“This does not seem like your own wording.”
“You should give an example here.”
“Very entertaining story!”
21. VOCABULARY
What is evaluation?
“There is little or no feedback here, i.e. actionable
information about what occurred. As performers, we only
know that someone is either pleased or not, or that
someone places a high or low value on what we did. Praise
(and sometimes, blame) may motivate us in the short term
but neither can get us better. Over time, both praise and
blame have a corrosive effect, in fact (as Dweck [2008]
shows in her research on the attitudes of achievers): such
performers often become too extrinsically motivated.”
- Grant Wiggins, You Probably
Misunderstand Feedback for Learning
22. VOCABULARY
What is evaluation?
“There is little or no feedback here, i.e. actionable
information about what occurred. As performers, we only
know that someone is either pleased or not, or that
someone places a high or low value on what we did. Praise
(and sometimes, blame) may motivate us in the short term
but neither can get us better. Over time, both praise and
blame have a corrosive effect, in fact (as Dweck [2008]
shows in her research on the attitudes of achievers): such
performers often become too extrinsically motivated.”
- Grant Wiggins, You Probably
Misunderstand Feedback for Learning
24. VOCABULARY
What is evaluation?
Actionable information: concrete, specific, and useful; offers
neutral, goal-related facts.
With too much praise, blame, or criticism, students can
become approval-seeking, stunting their development as
autonomous learners.
25. VOCABULARY
What is evaluation?
Actionable information: concrete, specific, and useful; offers
neutral, goal-related facts.
With too much praise, blame, or criticism, students can
become approval-seeking, stunting their development as
autonomous learners.
Use evaluative language and advice sparingly and only with
effective feedback.
26. GOOD V. BAD FEEDBACK
Which of the following are NOT examples of
good feedback?
27. GOOD V. BAD FEEDBACK
Which of the following are NOT examples of
good feedback?
“Well done! I can tell you put a lot of work into this
essay. I really enjoyed it – you’re a natural writer.”
28. GOOD V. BAD FEEDBACK
Which of the following are NOT examples of
good feedback?
“Well done! I can tell you put a lot of work into this
essay. I really enjoyed it – you’re a natural writer.”
Good feedback?
29. GOOD V. BAD FEEDBACK
Which of the following are NOT examples of
good feedback?
“Well done! I can tell you put a lot of work into this
essay. I really enjoyed it – you’re a natural writer.”
Good feedback? NO. This isn’t feedback to begin with; it is
praise – a form of evaluation.
30. GOOD V. BAD FEEDBACK
Which of the following are NOT examples of
good feedback?
“Although your thesis was well stated in your
introductory paragraph, you need to work on
developing that thesis with relevant details.”
31. GOOD V. BAD FEEDBACK
Which of the following are NOT examples of
good feedback?
“Although your thesis was well stated in your
introductory paragraph, you need to work on
developing that thesis with relevant details.”
Good feedback?
32. GOOD V. BAD FEEDBACK
Which of the following are NOT examples of
good feedback?
“Although your thesis was well stated in your
introductory paragraph, you need to work on
developing that thesis with relevant details.”
Good feedback? NO. Once again, this isn’t feedback at
all. This is brief praise followed by advice.
33. GOOD V. BAD FEEDBACK
Which of the following are NOT examples of
good feedback?
“Although your thesis was well stated in your
introductory paragraph, you need to work on
developing that thesis with relevant details.”
Suggested revision: “Your thesis was stated clearly, well
done! However, you provided details in paragraph 1
that were not relevant to or supportive of that thesis.”
34. GOOD V. BAD FEEDBACK
Which of the following are NOT examples of
good feedback?
“Your previous progress report indicates that you had a
B- in U.S. History. This month, you’ve received an A+.
Well done! You have obviously spent more time on your
Social Studies this month, and it shows.”
35. GOOD V. BAD FEEDBACK
Which of the following are NOT examples of
good feedback?
“Your previous progress report indicates that you had a
B- in U.S. History. This month, you’ve received an A+.
Well done! You have obviously spent more time on your
Social Studies this month, and it shows.”
Good feedback?
36. GOOD V. BAD FEEDBACK
Which of the following are NOT examples of
good feedback?
“Your previous progress report indicates that you had a
B- in U.S. History. This month, you’ve received an A+.
Well done! You have obviously spent more time on your
Social Studies this month, and it shows.”
Good feedback? NO. Your turn: why not?
37. GOOD V. BAD FEEDBACK
Which of the following are NOT examples of good
feedback?
“Your previous progress report indicates that you had a B-
in U.S. History. This month, you’ve received an A+. Well
done! You have obviously spent more time on your Social
Studies this month, and it shows.”
Good feedback? NO. Your turn: why not?
• Key point: feedback must provide information
geared toward improved performance. Grades
are not informative in this sense.
38. GOOD V. BAD FEEDBACK
Which of the following are NOT examples of good
feedback?
“In this essay, you presented a concise thesis statement and
several lines of evidence to support it. Your argument
committed a few minor fallacies (I have pointed them out)
but, overall, it was well organized. Your conclusion
summarized your main ideas nicely, clarifying their logical
relationship to the thesis.”
39. GOOD V. BAD FEEDBACK
Which of the following are NOT examples of good
feedback?
“In this essay, you presented a concise thesis statement and
several lines of evidence to support it. Your argument
committed a few minor fallacies (I have pointed them out)
but, overall, it was well organized. Your conclusion
summarized your main ideas nicely, clarifying their logical
relationship to the thesis.”
Good feedback?
40. GOOD V. BAD FEEDBACK
Which of the following are NOT examples of good
feedback?
“In this essay, you presented a concise thesis statement and
several lines of evidence to support it. Your argument
committed a few minor fallacies (I have pointed them out)
but, overall, it was well organized. Your conclusion
summarized your main ideas nicely, clarifying their logical
relationship to the thesis.”
Good feedback? ALMOST. Effective feedback is made for the
express purpose of eliciting some future result. While the
commentary is informative, it lacks any reference to future
expectations. While students are expected to satisfy present
performance standards, feedback should invoke future
expectations.
41. GOOD V. BAD FEEDBACK
Which of the following are NOT examples of good
feedback?
“In this essay, you presented a concise thesis statement and
several lines of evidence to support it. Your argument
committed a few minor fallacies (I have pointed them out)
but, overall, it was well organized. Your conclusion
summarized your main ideas nicely, clarifying their logical
relationship to the thesis.”
So what’s missing here?
42. GOOD V. BAD FEEDBACK
Which of the following are NOT examples of good
feedback?
“In this essay, you presented a concise thesis statement and
several lines of evidence to support it. Your argument
committed a few minor fallacies (I have pointed them out)
but, overall, it was well organized. Your conclusion
summarized your main ideas nicely, clarifying their logical
relationship to the thesis.”
So what’s missing here? An explanation of what the student
can do better, not just what they already do well.
44. HOMEWORK PROGRAM
What important challenge do you face as providers
of feedback for Homework Program students?
Answer: your feedback is not immediate.
45. HOMEWORK PROGRAM
What important challenge do you face as providers
of feedback for Homework Program students?
Answer: your feedback is not immediate.
Types of feedback: (1) feedback about the task
46. HOMEWORK PROGRAM
What important challenge do you face as providers
of feedback for Homework Program students?
Answer: your feedback is not immediate.
Types of feedback: (1) feedback about the task (2) feedback
about the processing of the task
47. HOMEWORK PROGRAM
What important challenge do you face as providers
of feedback for Homework Program students?
Answer: your feedback is not immediate.
Types of feedback: (1) feedback about the task (2) feedback
about the processing of the task (3) feedback about self-
regulation
48. HOMEWORK PROGRAM
What important challenge do you face as providers
of feedback for Homework Program students?
Answer: your feedback is not immediate.
Types of feedback: (1) feedback about the task (2) feedback
about the processing of the task (3) feedback about self-
regulation (4) feedback about the student as a person
49. HOMEWORK PROGRAM
What important challenge do you face as providers
of feedback for Homework Program students?
Answer: your feedback is not immediate.
Types of feedback: (1) feedback about the task (2) feedback
about the processing of the task (3) feedback about self-
regulation (4) feedback about the student as a person
50. HOMEWORK PROGRAM
What important challenge do you face as providers
of feedback for Homework Program students?
Answer: your feedback is not immediate.
• While you can’t be there to motivate, regulate, strategize with or
provide any kind of real-time feedback to students, you can make
their process of self-directed learning easier.
51. HOMEWORK PROGRAM
What important challenge do you face as providers
of feedback for Homework Program students?
Answer: your feedback is not immediate.
• How?
52. HOMEWORK PROGRAM
What important challenge do you face as providers
of feedback for Homework Program students?
Answer: your feedback is not immediate.
• How?
• Assigned Students
53. HOMEWORK PROGRAM
What important challenge do you face as providers
of feedback for Homework Program students?
Answer: your feedback is not immediate.
• How?
• Assigned Students
• Notebook to monitor student progress
54. HOMEWORK PROGRAM
What important challenge do you face as providers
of feedback for Homework Program students?
Answer: your feedback is not immediate.
• How?
• Assigned Students
• Notebook to monitor student progress
• Grading rubrics
57. CHARACTERISTICS OF…
GOOD feedback should be:
(1) Informative
Make an effort to explain what the student is doing well and what they
are doing not-so-well. Only provide information relevant to the learning-
objectives of the assignment
60. CHARACTERISTICS OF…
GOOD feedback should be:
(1) Informative
(2) Timely
(3) Skill-specific
DON’T try to critique everything all at once. Hone in on a particular skill,
set of skills or specific knowledge.
61. CHARACTERISTICS OF…
GOOD feedback should be:
(1) Informative
(2) Timely
(3) Skill-specific
DON’T try to critique everything all at once. Hone in on a particular skill,
set of skills or specific knowledge.
Rubrics! (for students, teachers, and graders)
63. CHARACTERISTICS OF…
GOOD feedback should be:
(1) Informative
(2) Timely
(3) Skill-specific
(4) Formative
Questions to ask yourself: “What should the student already know how to
do?”
64. CHARACTERISTICS OF…
GOOD feedback should be:
(1) Informative
(2) Timely
(3) Skill-specific
(4) Formative
Questions to ask yourself: “What should the student already know how to
do?”
“What should the student be able to do next?”
65. CHARACTERISTICS OF…
GOOD feedback should be:
(1) Informative
(2) Timely
(3) Skill-specific
(4) Formative
Questions to ask yourself: “What should the student already know how to
do?”
“What should the student be able to do next?”
“What information can I provide the student so that they do better?”
66. CHARACTERISTICS OF…
GOOD feedback should be:
(1) Informative
(2) Timely
(3) Skill-specific
(4) Formative
Questions to ask yourself: “What should the student already know how to
do?”
“What should the student be able to do next?”
“What information can I provide the student so that they do better?”
Student is therefore given the opportunity to adjust their performance to
better accomplish long term objectives
67. CHARACTERISTICS OF…
GOOD feedback should be:
(1) Informative
(2) Timely
(3) Skill-specific
(4) Formative
(5) Visible BEFORE the grade
68. CHARACTERISTICS OF…
GOOD feedback should be:
(1) Informative
(2) Timely
(3) Skill-specific
(4) Formative
(5) Visible BEFORE the grade
Feedback should be written on the cover page/front of student work;
mark the grade in the very back.
69. CHARACTERISTICS OF…
GOOD feedback should be:
(1) Informative
(2) Timely
(3) Skill-specific
(4) Formative
(5) Visible BEFORE the grade
Feedback should be written on the cover page/front of student work;
mark the grade in the very back.
Comment sheets?
70. CHARACTERISTICS OF…
GOOD feedback should be:
(1) Informative
(2) Timely
(3) Skill-specific
(4) Formative
(5) Visible BEFORE the grade
(6) Comprehensible to the student
71. CHARACTERISTICS OF…
GOOD feedback should be:
(1) Informative
(2) Timely
(3) Skill-specific
(4) Formative
(5) Visible BEFORE the grade
(6) Comprehensible to the student
Be aware of your audience
72. A GENERAL MODEL OF GOOD
FEEDBACK
Try:
praise student strengths description of how to
do X correctly description of how student does X
advice for doing X
73.
74. What kind of feedback might you
give for the first part of this
essay?
75. I can tell you’ve certainly
done your homework, Sam.
Well done!
76. Remember that the
MAIN IDEA of an essay
should be stated in its
Introduction, or the
opening paragraph. At
the end of paragraph
two, you say your
essay is about whether
or not the U.S. should
get involved in the
Crimean Crisis.
However, you did not
introduce this as your
thesis statement at the
beginning of the
essay. Instead, you
provided a little
historical background
and raised the
question of whether
Crimea’s annexation
by Russia was
legitimate.
77. Remember that the
MAIN IDEA of an essay
should be stated in its
Introduction, or the
opening paragraph. At
the end of paragraph
two, you say your
essay is about whether
or not the U.S. should
get involved in the
Crimean Crisis.
However, you did not
introduce this as your
thesis statement at the
beginning of the
essay. Instead, you
provided a little
historical background
and raised the
question of whether
Crimea’s annexation
by Russia was
legitimate.
Your second
paragraph would
make a better
introductory
paragraph than your
first one! Consider
flipping them around.
