Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-1-2-effectiveness-of-feedback [Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [Teacher CPD](https://senecalearning.com/en-gb/revision-notes/teacher-cpd.md) › [CPD: The CRAFT of Assessment - Seneca Certified Assessor](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor.md) › Effectiveness of Feedback # Effectiveness of Feedback CPD: The CRAFT of Assessment (by Michael Chiles), topic 4.1.2 ## 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](https://image-v2.cdn.app.senecalearning.com/2018-07/637f08b1-6a1a-4a15-807d-0c7219b3eecb/Angry-Cry-Scream-Anger.jpg) - 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](https://image-v2.cdn.app.senecalearning.com/2020-04/b27e136d-85e9-4ebf-9f61-48cf326c6bff/highlighter-.jpg) - 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](https://image-v2.cdn.app.senecalearning.com/2018-09/f0ea0d51-5bbd-41b4-b6fe-c9b4a9f8eb0e/feedback-1825515_1920.jpg) - 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.)](https://image-v2.cdn.app.senecalearning.com/2018-09/f0ea0d51-5bbd-41b4-b6fe-c9b4a9f8eb0e/feedback-1825515_1920.jpg) - 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. ## Test yourself on Effectiveness of Feedback - In which scenarios does feedback have a higher impact?Click the correct boxes. - What did Hattie find praise for task performance to be? [Practise this topic for free](https://app.senecalearning.com/classroom/course/0ca96d36-7b23-451b-bac3-a78ec368872f/section/9a5f99d4-0c86-4dc9-83bc-b42e53c614cd/session) - Previous topic: [4.1.1 Creating an Effective Feedback Culture](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-1-1-creating-an-effective-feedback-culture.md) - Next topic: [4.2.1 Research on Giving Grades as Feedback](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-2-1-research-on-giving-grades-as-feedback.md) ## CPD: The CRAFT of Assessment (by Michael Chiles) contents ### 1 ‘C’ - How Can Knowledge be Effectively Condensed? - 1.1 'C' - Condense - [1.1.1 The Basics of Condensing Knowledge](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/1-1-1-the-basics-of-condensing-knowledge.md) - 1.2 Strategies for Condensing - [1.2.1 Condensing the PowerPoint](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/1-2-1-condensing-the-powerpoint.md) - [1.2.2 The Four Cogs to Expert Explanations](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/1-2-2-the-four-cogs-to-expert-explanations.md) - [1.2.3 Cornell Notes](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/1-2-3-cornell-notes.md) ### 2 'R' - How do we Generate Reflective Learners? - 2.1 Research on Memory - [2.1.1 Semantic & Episodic Memory](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/2-1-1-semantic-and-episodic-memory.md) - [2.1.2 The Importance of Spacing Learning](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/2-1-2-the-importance-of-spacing-learning.md) - 2.2 Timings for Reviewing Previously Learnt Material - [2.2.1 How Long and How Often to Review Material](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/2-2-1-how-long-and-how-often-to-review-material.md) - 2.3 Strategies for Generating Reflective Learners - [2.3.1 BUG Twist](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/2-3-1-bug-twist.md) - [2.3.2 Low-Stake Spaced Quizzing](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/2-3-2-low-stake-spaced-quizzing.md) ### 3 ‘A’ - Using Assessment as a Responsive Tool - 3.1 Formative & Summative Assessments - [3.1.1 The Problem of Assessing 'On' or 'Off' Track](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-1-1-the-problem-of-assessing-on-or-off-track.md) - [3.1.2 Summative vs Formative Evaluation](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-1-2-summative-vs-formative-evaluation.md) - 3.2 Determining Whether Learning has Taken Place - [3.2.1 Proxies for Learning](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-2-1-proxies-for-learning.md) - 3.3 Strategies for Assessing Student Learning - [3.3.1 Hinge Questions](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-3-1-hinge-questions.md) - [3.3.2 Exit Tickets](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-3-2-exit-tickets.md) ### 4 'F' & 'T' - Precise Feedback to Feedforward - 4.1 Giving Effective Feedback - [4.1.1 Creating an Effective Feedback Culture](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-1-1-creating-an-effective-feedback-culture.md) - [4.1.2 Effectiveness of Feedback](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-1-2-effectiveness-of-feedback.md) - 4.2 Grades - [4.2.1 Research on Giving Grades as Feedback](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-2-1-research-on-giving-grades-as-feedback.md) - 4.3 Strategies for Providing Feedback - [4.3.1 The Language of Feedback](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-3-1-the-language-of-feedback.md) - [4.3.2 'In the Moment' Feedback](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-3-2-in-the-moment-feedback.md)