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THREE-LEVEL MODEL

OF FEEDBACK
SELINA O. MACAS
PSDS-D9
DAVID CARLESS (2006)
• found that most teacher-delivered feedback is directed to the
whole class. In these cases, student often don’t listen to or
make use of the feedback because they don’t think it applies to
them.
JOHN HATTIE’S BOOK,
VISIBLE LEARNING FOR TEACHERS (CONT.)
• Students need to know how they’re performing, but feedback can accomplish
this goal in many ways. Some forms of feedback are more beneficial than others,
and the optimal time for offering specific feedback should be directly based on
each student’s place in the learning process.
• Several other studies cited in Hattie’s book suggest that students find teacher
feedback less valuable than teachers perceive it to be, often because it’s difficult
to understand, confusing, and/or irrelevant. According to these studies, teachers
tend to rate their feedback based on the quantity (amount and frequency of
feedback) rather than quality (feedback specific to and understood by the
learner).
EFFECTIVE FEEDBACK
According to Hattie, effective feedback addresses three important questions.
Let’s first look at the questions.

WHERE AM I GOING? HOW AM I GETTING THERE? WHAT’S NEXT?


GOALS PROGRESS CONSEQUENCES
QUESTION 1: GOALS (WHERE AM I GOING?)
• Many students are unable to state the goal of a lesson.
• Teachers need to explain the learning objectives of each lesson and
communicate what success looks like, then check for student
understanding of these learning expectations.
• Too often, students think the goal is strictly performance-related:
complete the assigned task, make it neat, pass the test, etc. instead of
mastering the skill or understanding the concept.
• Feedback on goal comprehension is important. Students who
understand goals are more likely to seek further feedback.
QUESTION 2: PROGRESS (HOW AM I GETTING THERE?)
• This feedback encourages students to own their learning.
• It clarifies learning objectives and criteria for success,
fostering effective classroom discussions and questioning.
• This type of feedback drives the learner toward mastery
and understanding.
JOHN HATTIE’S BOOK,
VISIBLE LEARNING FOR TEACHERS
• Hattie points out that the aim of feedback is reducing the
gap between students’ current abilities and learning goals.
• the practice of giving students feedback enhances
successful learning through all phases of instruction.
Feedback achieves great results especially when students
make errors or demonstrate a lack of understanding,
presenting an opportunity for deeper learning and growth.
QUESTION 2: CONSEQUENCES (WHAT’S NEXT?)
• This feedback helps students determine the next appropriate
challenges.
• It reveals different strategies that can be used to accomplish
tasks and derive deeper understanding.
• It guides them to seek more information to answer
questions about what is not understood.
NEXT, LET’S LOOK AT LEVELS OF FEEDBACK.
THE LEVELS CORRESPOND TO THE DIFFERENT STAGES OF
LEARNING, FROM BEGINNING STAGES THROUGH TO
COMPETENCY OR MASTERY.
THREE-LEVEL MODEL
OF FEEDBACK
1 • TASK LEVEL
2 • PROCESS LEVEL
3 • SELF-REGULATION LEVEL
FIRST LEVEL OF FEEDBACK: THE TASK AND PRODUCT LEVEL
This type of feedback is information-focused and should lead to acquiring
more and/or different information, as well as building surface knowledge.

Examples of feedback at this level include:


•whether the student’s response was right or wrong
•whether a response needs elaboration or revision
•whether more information is needed
•guidance on building more task knowledge
FIRST LEVEL OF
FEEDBACK: Does his/her answer meet the
THE TASK AND success criteria?
PRODUCT LEVEL
Is his/her answer Incorrect
How can he/she
correct/incorrect? elaborate on the answer?
Correct

What other
What did he/she do Where did he/she What is the information is
well? go wrong? correct answer? needed to meet the
criteria?
SECOND LEVEL OF FEEDBACK: THE PROCESS OF COMPLETING A TASK
This kind of feedback helps learners detect what they might be doing wrong
and what alternative strategies or approaches might correct an error or
lead to a better outcome. This feedback should lead to deeper
understanding.
What other information
Where did he/she What is the correct
What did he/she do well? is needed to meet the
go wrong? answer? criteria?

SECOND LEVEL OF FEEDBACK:


THE PROCESS LEVEL

What is the
What strategies did he/she What is wrong and explanation for the
use? why? correct answer?

Information search strategies

What other What are the What other What is his/her


questions can relationships with information is understanding of
he/she ask about other parts of the provided in the the concepts/
the task task? handout? knowledge
related to the
task?
THIRD LEVEL OF FEEDBACK: SELF-REGULATION LEVEL
This feedback helps students resolve the conflict between where they are in
their learning tasks and the desired outcomes and intended successes.
Examples can include asking students what else they think they could do to
improve an outcome, asking them to explain why they think they got an
answer wrong, or asking them to seek alternative methods for achieving a
specific goal.
What other What are the What other What is his/her
questions can relationships with information is understanding of the
he/she ask about other parts of the provided in the concepts/
the task task? handout? knowledge related to
the task?

THIRD LEVEL OF FEEDBACK:


THE SELF-REGULATION LEVEL

How can he/she


How can he/she How can he/she How can he/she
evaluate the
monitor his/her carry out self- reflect on his/her own
information
own work done? checking? learning?
provided?
THE “SELF” LEVEL
This level addresses praise. Praise should not be used to dilute the power of
feedback on a given learning process or task.
While praise is important, it should be kept separate from feedback that
improves the learning process.
Praise may comfort and support a student, but it does not provide task-
related information, nor does it result in more commitment to the learning
objective.
How can he/she
How can he/she How can he/she How can he/she
evaluate the
monitor his/her carry out self- reflect on his/her own
information
own work done? checking? learning?
provided?

LAST LEVEL OF FEEDBACK:


THE “SELF” LEVEL

What did you do to …? What learning goals


What happened when you …? How does this
have you achieved?
How can you account for …? compare to …?
How have your ideas
What justification can be given for …? What does all
changed?
What further doubts do you have this information
regarding this task? have in common?

Source: Gan, J. (2011). The effects of prompts and explicit coaching on peer feedback quality. Unpublished doctoral dissertation.
University of Auckland
Providing constructive feedback to individual students, encouraging
them to engage in and reflect upon the learning process, leads to
positive learning outcomes and achieves results. How the feedback is
given matters more than how much feedback is given.

Focused, specific feedback helps students understand learning


objectives, choose the best strategies for the task, make course
corrections throughout the learning process, monitor their own
learning, and determine where to go next.

Thank You!

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