4.1.2
Effectiveness of Feedback
The Effectiveness of Feedback
The Effectiveness of Feedback
The variation in the effectiveness of feedback can be high. Kulhavy indicated that even when feedback is provided it can be accepted, modified, or rejected.
'In the moment' feedback
'In the moment' feedback
- Michael has experienced - from teaching a class himself or observing another colleague - that pupils can become defensive about their work when teachers provide them with ‘in the moment’ feedback.
Hattie's findings
Hattie's findings
- In a series of meta-analysis from a range of studies conducted, Hattie highlighted the level of variations in the influence of feedback on pupil outcomes.
- The information is summarised on the following slides.
Summary of findings
Summary of findings
- Feedback is more effective when it provides information on correct rather than incorrect responses and when it builds on changes from previous trails.
- The impact of feedback is influenced by the difficulty of goals and tasks. It appears to have the most impact when goals are specific and challenging but task complexity is low.
- Praise for task performance appears to be ineffective, which is hardly surprising because it contains such little learning-related information.
Summary of findings (cont.)
Summary of findings (cont.)
- It appears to be more effective when there are perceived low rather than high levels of threat to self-esteem, presumably because low-threat conditions allow attention to be paid to the feedback.
1‘C’ - How Can Knowledge be Effectively Condensed?
1.1'C' - Condense
1.2Strategies for Condensing
2'R' - How do we Generate Reflective Learners?
2.1Research on Memory
2.2Timings for Reviewing Previously Learnt Material
2.3Strategies for Generating Reflective Learners
3‘A’ - Using Assessment as a Responsive Tool
3.1Formative & Summative Assessments
3.2Determining Whether Learning has Taken Place
3.3Strategies for Assessing Student Learning
4'F' & 'T' - Precise Feedback to Feedforward
4.1Giving Effective Feedback
4.3Strategies for Providing Feedback
Jump to other topics
1‘C’ - How Can Knowledge be Effectively Condensed?
1.1'C' - Condense
1.2Strategies for Condensing
2'R' - How do we Generate Reflective Learners?
2.1Research on Memory
2.2Timings for Reviewing Previously Learnt Material
2.3Strategies for Generating Reflective Learners
3‘A’ - Using Assessment as a Responsive Tool
3.1Formative & Summative Assessments
3.2Determining Whether Learning has Taken Place
3.3Strategies for Assessing Student Learning
4'F' & 'T' - Precise Feedback to Feedforward
4.1Giving Effective Feedback
4.3Strategies for Providing Feedback
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