You might also consider what other opportunities students have had or will have to practice these skills. Focused: To help prioritize the main areas you identify, align your feedback with the goals of the assignment.Use feedback to direct students’ attention to the main areas where they are likely to make progress identify 2-3 main areas for improvement and growth. Targeted and Concise: Too much feedback can be overwhelming it can be difficult to know where to begin revising and where to prioritize one’s efforts.What type you use at what point will depend on the goals of the assignment, as well as the goal of the feedback and the kinds of revision and responses you are trying to solicit. It’s very common that the feedback you give will have elements of some, if not all, of these four types. These particular types of feedback are not exclusive of each other. How did you reach this conclusion? Think about the point you made on page x. This can be a helpful combination because it not only asks students to “say more,” but it provides specific suggestions for how they might do so. The combination of epistemic and suggestive feedback prompts students to offer further clarification, while also offering specific suggestions. Giving an example of would make your description clearer. It might also underscore specific areas or ideas for expansion. Suggestive feedback gives students advice for how to improve upon their work. (You may also ask specific questions that further clarification can or should respond to.) It asks for further clarification, challenging students to delve deeper into particular ideas.Ĭould you say more about x. How might you address ?Įpistemic feedback prompts students to think more deeply about their work. You do a great job of addressing However, the assignment also asked for x, but x is not present. This feedback highlights areas where the student met assignment goals and expectations, as well as areas for improvement. TypeĬorrective feedback is specific to how well the student’s work aligns with the assignment. Types of feedback may include: corrective, epistemic, suggestive, and epistemic + suggestive (Leibold and Schwarz, 2015). Related, the kinds of questions or prompts you use in your feedback will vary based on the kinds of responses and revisions you’re trying to solicit from students. It can be helpful for students to receive both kinds of feedback, with opportunities for implementation throughout. Or, you might offer forward-looking feedback, providing students advice and suggestions while the work is still in progress. You might offer students backward-looking feedback on a final product, after a student has “done” something this type of feedback is usually given alongside an assignment grade. It can also come at different points of time during an assignment. While there are common characteristics of effective feedback (discussed further in the following section), the form it takes will change across contexts. There is no one size fits all for feedback. They further highlight the interconnection of feedback, practice, and performance in relation to overarching course goals. (2010) underscore the importance of feedback, coupled with opportunities for practice: “Goal-directed practice coupled with targeted feedback are critical to learning ” (p. In their How Learning Works: Seven Research-based Principles for Smart Teaching, Ambrose et al. They also need explicit opportunities to implement and practice with the feedback received. It is not enough for students to receive feedback. In this way, feedback is essential to students’ learning and growth. Effective feedback tells students “ what they are or are not understanding, where their performance is going well or poorly, and how they should direct their subsequent efforts” (Ambrose et al., 2010, p. At the same time, there is an evaluative component to feedback, regardless of whether it is given with a grade. Feedback can help set a path for students, directing their attention to areas for growth and improvement, and connecting them with future learning opportunities. Feedback for Learning: What and Why What is feedback and why does it matter?īroadly defined, feedback is “information given to students about their performance that guides future behavior” (Ambrose et al., 2010, p.
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