High-Impact Feedback:
Moving Beyond Praise
Evidence-Based Feedback Strategy
From "You rock!" to "What's next?"
Hattie's Research
3CQ Model
Peer & Teacher Use
Why Feedback Matters
Actual Effect Sizes (ES) from Hattie's Research
ES = 1.01
Reinforcement + Cues (Target)
ES = 0.89
Timely Feedback
ES = 0.55
Technology Supported
ES = 0.51
Overall Feedback Avg.
Our goal: Reach ES=1.01 with the 3CQ model
Effect Size (ES) - Higher is Better
The 3CQ Framework
Structured feedback flow for teachers AND students
Effect Size: ES = 1.01
Compliment
Name a specific strength in the work clearly.
"You correctly labeled every part of the diagram."
1
Comment
Describe the strategy or thinking you noticed.
"I noticed you used the checklist we created."
2
Connection
Link the current work to goals or future tasks.
"This skill will help you in next week's lab."
3
Question
Prompt reflection or a specific next step.
"What would you try if this got harder?"
4
Students can use this with peers too!
Highly transferable strategy for peer review sessions.
Aim Your Feedback
Levels That Drive Impact (Where to Focus)
Person Level (Praise)
Focuses on the self. Can distract from the learning task.
"You rock! You're so smart!"
Low Value
Task Level
Focuses on accuracy and correctness. Good foundation.
"You correctly labeled every part of the diagram."
Moderate Impact
Process Level
Focuses on the strategies, methods, or thinking processes used.
"I noticed you used the checklist to organize your ideas."
High Impact
Self-Regulation Level
Focuses on how learners monitor, plan, and correct their own work.
"You caught your own error and corrected it before submitting."
Highest Impact
"Where you aim determines what students learn."
Tip: Start at Task if needed, then move UP to Process & Self-Regulation.
Transform It: From Praise to 3CQ
Scenario: A student used a checklist & strong transitions in persuasive writing.
Try it now: Practice on your worksheet!
Works for Teacher-to-Student AND Peer-to-Peer
Before (Generic Praise)
"You rock! Loved your word choice."
Low Instructional Value
Feels good, but doesn't clarify what worked.
After (3CQ Framework)
COMPLIMENT
"You linked claims to evidence with clear transitions."
COMMENT
"I noticed you used the rubric to check your conclusion."
CONNECTION
"This approach aligns with our argumentation goal for next week."
QUESTION
"Which transition strengthened your reasoning most, and why?"
The 3CQ Framework
Effect Size: ES = 1.01
Transformation Example
Where to Aim
Works for Peer Feedback!
From "YOU ROCK!" to High-Impact Feedback
Quick Reference Guide | Grades 9-12
GOAL: Reach ES = 1.01
BEFORE
"You rock! Good job!"
Low Value (ES ≈ 0)
AFTER (3CQ)
"You linked claims to evidence..."
"I noticed you used the rubric..."
"This aligns with our goal..."
"Which transition was strongest?"
High Impact (ES = 1.01)
Self-Regulation
Highest
Learner monitors/corrects own work.
Process Level
High
Strategies & methods used.
Task Level
Moderate
Accuracy & correctness.
Person/Praise
Low
Focus on self, not learning.
1. COMPLIMENT
Name a specific strength clearly.
"You correctly labeled..."
2. COMMENT
Describe strategy or thinking noticed.
"I noticed you used..."
3. CONNECTION
Link to goals or future tasks.
"This will help you..."
4. QUESTION
Prompt reflection or next steps.
"What would you try..."
Level-Up Your Feedback
From Conversational Hearts to 3CQ
February 13, 2026
Quick Ref:
1. Compliment
2. Comment
3. Connection
4. Question
Which feedback level do you use most often?
Task
Process
Self-Reg
Praise
This week, I will focus on:
Students can use 3CQ with peers!
GOAL: Reach ES = 1.01
1. Task Level
Target: Accuracy (ES ≈ 0.51)
Scenario: A student correctly labeled every part of a complex cell diagram.
Compliment
Comment
Connection
Question
2. Process Level
Target: Strategy (ES ≈ 0.70)
Scenario: A student used the process of elimination to solve a hard problem.
Compliment
Comment
Connection
Question
3. Self-Reg Level
Target: Monitoring (ES ≈ 0.89)
Scenario: A student caught their own error and corrected it before turning it in.
Compliment
Comment
Connection
Question
YOU'RE
FAB!
SO
SMART!
WAY TO
GO!