Feedback has been shown to be the most significant activity in which a teacher can engage to improve student achievement.
Asking students to continue working on an objective until the standard is met interferes with student achievement.
Delay in providing students feedback diminishes its value for learning.
The most effective feedback comes in the form of written comments.
Norm-referenced feedback provides the right kind of guidance for improving student understanding.
Effective learning results from students providing their own feedback, monitoring their work against established criteria.
Feedback combined with grades is more effective than feedback or grades alone.
When we increase the amount of descriptive feedback students receive, and decrease the amount of evaluative feedback they receive, students learn significantly more.
By teaching less and providing more feedback, we can produce greater learning.
Effective feedback directs attention to the intended learning, pointing out strengths and offering specific information to guide improvement.
Effective feedback mainly occurs during learning, while there is still time to act on it.
Feedback addresses partial understanding.
Feedback does some of the thinking for the student.
Feedback limits corrective information to the amount of advice the student can act on.
Feedback is most effective when it addresses faulty understanding, rather than a total lack of understanding.
The goal of effective feedback is to increase motivation and learning.
Information becomes feedback if, and only if, I am trying to accomplish something and the information tells me whether I am on track or need to change course
Even if feedback is specific and accurate, it is not of much value if the user cannot understand it or is overwhelmed by it.
Feedback doesn't always need to allow the recipient time to reshape their performance.
Advice should accompany feedback.
Success feedback is most effective for high achieving students.
Asking questions is a type of intervention feedback.
"Try these again", "Not there yet", "Keep studying", and "More effort will help you" are examples of effective corrective intervention feedback.
Praise is a type of success feedback that generally motivates students.
Grades are not a type of feedback.
"I like the way you......" is an effective sentence stem for offering feedback.