Giving Written Feedback to Students: Examples & Overview

Giving Written Feedback to Students: Examples & Overview
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  • 0:00 The Importance of Feedback
  • 1:15 What Makes Feedback Effective?
  • 2:33 Corrective Feedback
  • 3:39 Timely Feedback
  • 4:01 Criterion-Referenced Feedback
  • 5:24 Student-Facilitated Feedback
  • 6:22 Using Rubrics
  • 7:13 Lesson Summary
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Lesson Transcript
Instructor: Amy Marin Carlson
This lesson will illustrate the importance of providing students written feedback and explain how to do this in the way that most impacts student achievement.

The Importance of Feedback

Imagine that you're taking a cake decorating night class at a local community center. Even though it's a beginning-level class, there is quite a range of experience and abilities among the students. First, the instructor shows you the basics on a cake of her own, then each student is given two cake sections to stack and decorate in the same way. As the students work, the teacher walks around and observes the results, commending each student by saying, 'Good job'.

But looking around the room you notice that there is a wide spectrum of quality among these cakes. Some are almost professional quality, and others look messy and misshapen. As beginners, you and your classmates need feedback, guidance and specific input from the instructor about your work. Every student's needs are different. Some need the instructor to take the icing bag, demonstrate again up close, and then coach them in doing it themselves. Others might just need a few pointers to perfect their technique.

'Good job' is feedback, but it's not effective feedback because it doesn't give the students the information they need to improve. Students need to be informed how they are progressing toward their goal, in this case decorating a cake as beautifully as the instructor, and what can be improved upon to ensure they meet the goal.

What Makes Feedback Effective?

Information which helps students move closer to their educational goals can be considered effective feedback. As we saw earlier, not all feedback is effective. Endless positive reinforcement, like saying, 'Good job' no matter the quality of the student's work might cause warm fuzzies, but it won't help students improve because it won't give students information about their performance against class standards, not what can be done to improve that performance. Not to mention, it doesn't exactly ring true when we compare our lumpy mess of a cake to a classmate's masterpiece.

So what kind of feedback is effective? How can we tell it apart from the ineffective kind? Well, as a general rule, effective feedback is feedback which has an impact on student achievement and not only gives students an idea of how their performance aligns with standards set by the teacher, but it gives them information about how to improve to better meet those standards.

In the early 2000s, three educators, Robert Marzano, Debra Pickering and Jane Pollock, looked at decades of research done on providing feedback to students to figure out what makes feedback most effective. Marzano, Pickering and Pollock determined that there are four traits of effective feedback, and feedback which possesses those traits will be most beneficial to students.

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