Patch Fourteen: The Feedback Loop de Loop
FEEDBACK AS A SUCCESS STRATEGY
HELEN BAJOREK-MACDONALD (FACULTY) AND SUSAN HYNDMAN (COORDINATOR/FACULTY)
Our discussions began with more questions than answers: How might we engage our students with dynamic feedback that they would use to raise their success rates, as well as their skill sets? What might we do to encourage student awareness of the benefits of reading feedback? How might we better encourage our students to commit to the work of applying feedback? What do students need/want from our feedback?
This passage spoke to me because feedback is area I have studied and believe is often misunderstood. Providing feedback is a skill that can be developed to improve its acceptance, usefulness, and efficacy. Hattie & Timperley (2007) argue:
To be effective, feedback needs to be clear, purposeful, meaningful, and compatible with students’ prior knowledge and to provide logical connections. It also needs to prompt active information processing on the part of learners, have low task complexity, relate to specific and clear goals, and provide little threat to the person at the self level. (p. 104)
As an educator I regularly review the fundamentals of effective feedback and my own practice.
Effective feedback is:
- Timely
- Clear
- Purposeful
- Meaningful
- Build on learners’ prior knowledge
Effective Feedback must be:
- Prompt
- Intentional
- Purposeful
- Uncomplicated
- Have low task complexity,
- Specific with clear goals and objectives
- Focused on the task/process not the individual
Effective feedback promotes:
- Self Esteem
- Clear learning achievements
- Understanding
- Student Satisfaction
Effective feedback requires a(n):
- Expectation that feedback is part of learning
- Open mind/heart
- Willingness to listen
- Willingness to accept that you are not perfect
- Understanding of performance/learning level.
- Desire to receive it (i.e. a desire to learn/improve).
- Willingness to action feedback items.
Reference
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. doi:10.3102_00346543077001081.
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