“Good job.” “Nice answer.” “Try harder.” These are called feedback — but they’re not really feedback at all. What can a student change after hearing these words? Nothing.
In Hattie’s research, feedback has an effect size of 0.73, making it one of the most powerful instructional strategies. But that’s the effect size of good feedback. Bad feedback has no effect — or is actively harmful.
The Three Questions of Feedback
Hattie & Timperley (2007) argued that effective feedback must answer three questions:
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- Where am I going? (What is the goal?) — Feed Up
- How am I going? (Where am I now?) — Feed Back
- Where to next? (What’s the next step?) — Feed Forward
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Most classroom feedback answers only the second question — without connecting it to goals or next steps. The result is information without direction: the student knows they scored 62%, but not why, and not what to do about it.
Hattie’s Four Levels of Feedback
Not all feedback is equally effective. Hattie & Timperley’s model distinguishes four levels:
Level 1: Task Feedback
Addresses whether the task was completed correctly: “This answer is right/wrong.” Useful for correcting factual errors but provides little guidance for improvement. Most grading operates at this level.
Example: “You identified the wrong plate boundary type for the Himalayas.”
Level 2: Process Feedback
Addresses the strategy or process used. More powerful than task feedback because it teaches transferable skills.
Example: “When identifying plate boundaries, first determine whether the plates are moving toward, away from, or past each other — then classify.”
Level 3: Self-Regulation Feedback
Addresses the student’s ability to monitor and direct their own learning. Develops metacognition and independence. Most powerful for long-term outcomes.
See also: self-regulated learning
See also: metacognition
Example: “You caught your own error in the second paragraph — that kind of self-checking is exactly what strong writers do. How could you apply it to your calculations?”
Level 4: Self Feedback
Addresses the person rather than the work: “You’re so smart.” “Good job.” Despite being the most common type, it has the lowest impact on learning. Praise directed at intelligence or character can reduce risk-taking and resilience (Dweck, 2006).
Types of Ineffective Feedback
Overly positive feedback: Saying “Excellent!” when a student has actually misunderstood something cements that misunderstanding.
Feedback that comes too late: Returning a test two weeks later has almost no value. Black & Wiliam (1998) found that timing is as important as content — feedback must be received while the student can still act on it [2].
Ego-threatening feedback: “How do you not know this?” triggers defensive mode. Learning shuts down.
Vague feedback: “The structure is weak.” If the student can’t tell what this means, they can’t act on it.
Characteristics of Effective Feedback
It must be specific and actionable
Instead of “Your explanation of Earth’s layered structure is weak,” say: “Add the differences in composition between the crust and mantle, and include numerical thickness for each layer.”
It must focus on the task, not the person
“You’re not careful” (ego) → “You left out unit verification in this calculation” (task).
Written vs. Verbal Feedback: When to Use Each
Written feedback is permanent and can be revisited, but research shows many students read only the grade, not the comments. Strategies: return work with comments but no grade, requiring students to read comments to earn the grade; ask students to write down what they heard after verbal feedback. Verbal feedback is immediate and interactive — you can check understanding in real time. Best practice: use private verbal feedback for sensitive issues.
Using Peer Feedback
I teach students the “Two Stars and a Wish” structure: write two specific things done well and one specific area for improvement. Peer feedback develops both reviewer’s and recipient’s understanding of quality criteria. Students need explicit training in the criteria first — peer feedback without criteria training produces vague comments.
Key Takeaways
Effective feedback tells students their goal, where they currently are, and what their next step is. It must be specific, timely, and focused on the task. Feedback at the self level has low impact. Feedback at the process and self-regulation levels is powerful.
References:
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Black, P., & Wiliam, D. (1998). Inside the black box. Phi Delta Kappan, 80(2), 139–148.
Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree Press.
See also: formative assessment
Disclaimer: This article is for educational and informational purposes only. It is not a substitute for professional medical advice, diagnosis, or treatment. Always consult a qualified healthcare provider with any questions about a medical condition.
Your Next Steps
- Today: Pick one idea from this article and try it before bed tonight.
- This week: Track your results for 5 days — even a simple notes app works.
- Next 30 days: Review what worked, drop what didn’t, and build your personal system.
Last updated: 2026-03-17
About the Author
Written by the Rational Growth editorial team. Our health and psychology content is informed by peer-reviewed research, clinical guidelines, and real-world experience. We follow strict editorial standards and cite primary sources throughout.