Corbin Moore and I did a presentation on Providing Effective Feedback at the National Council for the Social Studies annual meeting in New Orleans. Our presentation clarified some of John Hattie’s research on feedback.
Clarifying Hattie’s definition: Feedback happens after a student has responded to initial instruction, when information is provided regarding some aspect(s) of the student’s task performance. It is most powerful when it addresses faulty interpretations, not a total lack of understanding. Feedback can be accepted, modified, or rejected.
Feedback in classrooms was evaluated with a meta-analysis examining 196 studies and 6,972 effect sizes. The effect size was twice the average effect. To place this into perspective, feedback has one of the highest influences on student achievement in Hattie’s (1999) synthesis, behind direct instruction and reciprocal teaching.
While direct instruction and reciprocal teaching are complex instructional strategies that require a great deal of professional development, almost anyone can provide effective feedback. We see this on American Idol & The Voice every week. With regular practice all teachers can get better at providing suggestions for improvement, giving specific notes in the margins, and using examples (mentor texts), rubrics and criteria charts.
Turnitin has conducted research on the gap between what teachers and students perceive as effective feedback.
There are two short videos below that demonstrate concepts in the presentation.
Whole Class Feedback