Providing Feedback > iLearn

Activity 2

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Research and Best Practices

Below are three articles that will be used for discussion with your mentor. For each article, identify a quote that resonates with you.

• Wiliam, D. (2016, April). The Secret of Effective Feedback Educational Leadership, 73:7, pp. 10-15. Retrieved from: http://www.ascd.org/publications/educational-leadership/apr16/vol73/num07/The-Secret-of-Effective-Feedback.aspx
• Wiggins, G. (2012, September) Seven Keys to Effective Feedback, Educational Leadership, 70:1, pp. 10-16. Retrieved from: http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx
• Brookhart, S. (2008, January). Feedback that Fits, Educational Leadership, 65:4, pp.54-59. Retrieved from http://www.ascd.org/publications/educational-leadership/dec07/vol65/num04/Feedback-That-Fits.aspx

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Reading Response

Review the quotes below that have been pulled out and write down a response to each of the following questions in the discussion panel for your mentor to see:

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Quote from D. Wiliam in The Secret of Effective Feedback

"When we realize that most of the time the focus of feedback should be on changing the student rather than changing the work, we can give much more purposeful feedback. If our feedback doesn't change the student in some way, it has probably been a waste of time."

Discussion Prompt: What is the purpose of feedback?

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Quote from G. Wiggins in Seven Keys to Effective Feedback

"Whether feedback was in the observable effects or from other people, in every case the information received was not advice, nor was the performance evaluated. No one told me as a performer what to do differently or how "good" or "bad" my results were. Nor did anyone tell me what to do (which is what many people erroneously think feedback is—advice). Guidance would be premature; I first need to receive feedback on what I did or didn't do that would warrant such advice."

Discussion Prompt: What are the characteristics of good feedback?

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Quote from S. Brookhart in Feedback that Fits

"Feedback should be specific enough that the student knows what to do next, but not so specific that you do the work. Identifying errors or types of errors is a good idea, but correcting every error doesn't leave the student anything to do."

Discussion Prompt: Is all feedback good? Why or why not?

Activity 3

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Other Research References

Want to learn more? Below is a list of additional research on this important topic:

• Fisher, D. and Frey, N. (2012, September) Making Time for Feedback, Educational Leadership, 70:1, pp. 42-46. Retrieved from http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Making-Time-for-Feedback.aspx
• Hattie, J. and Timperley, H. (2007, March) The Power of Feedback, Review of Educational Research, 77:1, pp. 81-112. Retrieved from http://education.qld.gov.au/staff/development/performance/resources/readings/power-feedback.pdf
• Chappuis, J. (2012: September). How Am I Doing? Educational Leadership, 70:1, pp.36-41. Retrieved from http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/%C2%A3How-Am-I-Doing%C2%A2%C2%A3.aspx
• Stenger, M. (2014). “5 Research-Based Tips for Providing Students with Meaningful Feedback.” Edutopia. Retrieved from Edutopia
• Access inforgraphic directly from here