Feedback That Works: How to Give Students Information They Can Use

Marking answers with a red X is not feedback. What kind of feedback actually promotes learning — and what kind does harm? [1]

I was surprised by some of these findings when I first dug into the research.

Here’s the thing most people miss about this topic.

Does this match your experience?

My take: the research points in a clear direction here.

Have you ever wondered why this matters so much?

The 3 Elements of Effective Feedback

Hattie & Timperley (2007) argue that effective feedback must answer three questions [1]:

Related: evidence-based teaching guide

References

1. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
2. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7–74.
3. Hattie, J. (2009). Visible Learning. Routledge.
4. Dweck, C.S. (2006). Mindset: The New Psychology of Success. Random House.
5. Shute, V.J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.
6. Butler, R. (1988). Enhancing and undermining intrinsic motivation. British Journal of Educational Psychology, 58(1), 1–14.