Beruflich Dokumente
Kultur Dokumente
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.
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?
What is the
What strategies did he/she What is wrong and explanation for the
use? why? correct answer?
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 Unpublished doctoral dissertation.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.
Thank You!