The Language of Feedback

CPD: The CRAFT of Assessment (by Michael Chiles), topic 4.3.1

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Which of these are important when giving feedback?

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Which piece of English feedback is LEAST effective?

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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
- 1.2 Strategies for Condensing
  1.2.1 Condensing the PowerPoint
  1.2.2 The Four Cogs to Expert Explanations
  1.2.3 Cornell Notes
2 'R' - How do we Generate Reflective Learners?
- 2.1 Research on Memory
  2.1.1 Semantic & Episodic Memory
  2.1.2 The Importance of Spacing Learning
- 2.2 Timings for Reviewing Previously Learnt Material
  2.2.1 How Long and How Often to Review Material
- 2.3 Strategies for Generating Reflective Learners
  2.3.1 BUG Twist
  2.3.2 Low-Stake Spaced Quizzing
3 ‘A’ - Using Assessment as a Responsive Tool
- 3.1 Formative & Summative Assessments
  3.1.1 The Problem of Assessing 'On' or 'Off' Track
  3.1.2 Summative vs Formative Evaluation
- 3.2 Determining Whether Learning has Taken Place
  3.2.1 Proxies for Learning
- 3.3 Strategies for Assessing Student Learning
  3.3.1 Hinge Questions
  3.3.2 Exit Tickets
4 'F' & 'T' - Precise Feedback to Feedforward
- 4.1 Giving Effective Feedback
  4.1.1 Creating an Effective Feedback Culture
  4.1.2 Effectiveness of Feedback
- 4.2 Grades
  4.2.1 Research on Giving Grades as Feedback
- 4.3 Strategies for Providing Feedback
  4.3.1 The Language of Feedback
  4.3.2 'In the Moment' Feedback