Feedback is an research-based, highly effective instructional strategy that connects monitoring of student learning to change and growth.
Feedback is… information provided by an agent (e.g., teacher, peer, book, parent, self, experience) regarding aspects of one’s performance or understanding. A teacher or parent can provide corrective information, a peer can provide an alternative strategy, a book can provide information to clarify ideas, a parent can provide encouragement, and a learner can look up the answer to evaluate the correctness of a response. Feedback thus is a “consequence” of performance.
(Hattie and Timperley, 2007)
Currently, my two favorite posts with information on “feedback for learning” are:
As the coaches have been studying the instructional practice of monitoring learning and providing descriptive feedback to and among students, I’ve learned that feedback is an area in which we can grow as educators. It’s very powerful when given accurately, but — like many teachers — I’ve often given praise or a score (rather than true feedback).
**This post is in response to “Reflecting Teaching: A 30-Day Blogging Challenge For Teachers.”