This is an introductory post ahead of seven on feedback. The post continues in the discussion over Hattie’s Visible Learning book. Within the book, Hattie suggests 43 key approaches to implement findings from his first book Visible Learning. Feedback takes seven of these forty three.
Giving is not receiving:
Teachers may claim they give much feedback, but, the more important question is how much of the feedback has been understood and taken onboard.
The culture of the student can influence the impact of feedback:
Feedback can be given in different ways. Equally, feedback can be received in many ways.
Errors need to be welcomed:
The highlighting of errors (in a safe environment) can lead to improved performance. This has close links to ensuring that the climate of the class is fair.
The power of peers:
Interventions that use peer feedback are effective.
Feedback from assessment:
Assessment could and should provide feedback to teachers about their methods. When marking a test or piece of homework, review your approach to the teaching that preceded the task.
There are many strategies to maximize the power of feedback:
Shute (2008)provides nine guidelines for using feedback to enhance learning:
- focus feedback on the task not the learner
- provide elaborated feedback
- present elaborated feedback in manageable chunks
- be specific and clear with the message
- keep feedback as simple as possible
- reduce uncertainty between performance and goals
- give unbiased, objective feedback, written or via computer
- promote something to aim for
- provide feedback after learners have attempted a solution