ABCDE
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Feedback StrategyDescriptionReferencesStudent3 key points
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1. Timely FeedbackProvide feedback promptly after assessments or assignments.Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.Nino1 Significance 2 impact - positive / negative 3 challenges and issues
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2. Specific and Clear FeedbackBe specific about what was done well and areas for improvement.Nicol, D., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.Yocelin Quijada1. Feedback can be most beneficial for students who are self-regulated 2. Feedback can be difficult for students to decipher, they'll need help understanding and applying 3. Student can apply feeback from teachers and peers to better their goals
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3. Goal-Oriented FeedbackRelate feedback to learning objectives and student goals.Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144.Holly Summers1. Students may not know how they are doing.2. proving students with meaningful feedback can improve their expirence
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4. Balance Positive and Constructive FeedbackAcknowledge strengths and suggest improvements.Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.Megan Duncan1. "Formative assessment" does not have a widely accepted singular definition.
2. Hope to improve assessment strategies to improve student learning.
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5. Feedback in Different FormatsUse various formats, such as written comments, oral feedback, or rubrics.Carless, D., Salter, D., Yang, M., & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395-407.Jennifer Luna1. feedback can be a 'problematic aspect" of a student's experience
2. Sustainable feedback strategies that enhance student involvement are more effective than conventional feedback strategies.
3. Students need to regulate their learning for them to understand the feedback they receive from instructors.
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6. Encourage Self-ReflectionPrompt students to reflect on their own performance.Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712.Coco1.) There has been critique about quality and availability of feedback in higher academic institutions. So much weight on formal assessments such as mid-terms and finals. 2.) There has been a movement to provide more continuous form of feedback throughout the entirety of a course. 3.) Peer feedback can encourage students to take an interest and ownership of their education (in higher education).
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7. Peer FeedbackIncorporate peer feedback to promote collaboration and diverse perspectives.Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249-276.Brandon(1) Peer feedback is effective in multiple mediums for a variety of topics and isn't limited to just "read my paper" (2) Feedback from peers can often be more meaningful than teacher comments (3) Effectiveness of peer feedback on larger group projects is less reliable, according to this paper
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8. Use RubricsProvide rubrics to clarify expectations and assessment criteria.Andrade, H. G., & Du, Y. (2007). Student perspectives on rubric-referenced assessment. Practical Assessment, Research & Evaluation, 12(3), 1-11.Nausheen1. Students use rubrics to support their own learning and academic
performance. 2. Students liked that they now what is expected rather than having a guessing game. 3. using rubrics to determine a teacher’s expectations, plan production, check their works in progress, and guide and reflect on feedback from others
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9. Continuous FeedbackOffer ongoing feedback throughout the course, not just at major milestones.Sadler, R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35(5), 535-550.Monica Rodriguez1. Feedback about the strengths and weaknesses is becoming a common practice in education. 2. In order to apply feedback, students need to understand the meaning of the feedback. 3. Students need to identify where their work needs improving.
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10. Encourage DialogueFoster a feedback dialogue with students to address questions and concerns.Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325.Jon Ericksen1. Appreciating feedback; making judgments; managing affect; and taking action underpin students' feedback literacy.
2. Feedback is defined as a process through which learners make sense of information from various sources and use it to enhance their work or learning strategies.
3. Activities are likely to be successful in developing student feedback literacy if teachers create suitable environments.
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11. Feedforward FeedbackFocus on future improvement by providing guidance on how to enhance future performance.Carless, D., & Chan, K. W. (2017). Managing dialogic use of exemplars. Assessment & Evaluation in Higher Education, 42(4), 499-513.Randy Becton Jr
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12. Personalized FeedbackTailor feedback to individual student needs and learning styles.Rust, C., O’Donovan, B., & Price, M. (2005). A social constructivist assessment process model: How the research literature shows us this could be best practice. Assessment & Evaluation in Higher Education, 30(3), 231-240.LF- provide specifc and genuine feedback related to focus area, not generic
- Idenitfy strength and weaknesses of the author to emphasize areas of growth and how to improve
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13. Use of TechnologyUtilize online tools and platforms for efficient and timely feedback delivery.Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.Calvin1. Students who learn to self-regulate are less dependent on teacher support.
2. Any student, even those deemed 'at-risk' can learn to self-regulate.
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14. Peer Review and Self-AssessmentIncorporate self-assessment and peer review to promote student reflection and critical thinking.Topping, K. (2009). Peer assessment. Theory into Practice, 48(1), 20-27.
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15. Consider Cultural SensitivityBe aware of cultural differences and provide feedback that is culturally sensitive and inclusive.Archer, J., & Davison, J. (2008). ‘English‐language learning through dialogue’: an evaluation of the ‘Families and Schools Together’ programme. Early Years, 28(3), 217-230.Erin Yi1. Schools, families, and communities need to work more closely to enhance student learning and increase access to non-academic supports for students. 2. Engaging families and communities helps to engage the whole student. 3. Families and schools should collaborate, focus on communicating, and help the students' learning at home experience.
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