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27
GOAL
Purpose:
Reading for Essential
Understanding
SęėĆęĊČĞ: LĊĆėēĎēČ FėĔĒ FĊĊĉćĆĈĐ
FĊĊĉćĆĈĐ
The right kind of feedback can make a signiϐicant
difference in your achievement. There are two key
considerations:
First, feedback that improves learning is
responsive to speciϐic aspects of your work, such
as a test or your homework answers, and
provides speciϐic and related suggestions. A
strong link between teacher comments and
your answer(s) can be very instructive. This
kind of feedback gives you the opportunity to
learn by alleviating misunderstanding and
reinforcing concepts.
Second, feedback needs to be timely, usually
within a couple of days after a test or
homework assignment has been turned in.
Feedback will increase your opportunity for
learning. Feedback is a research‐based strategy
that teachers and students, can practice to
improve their success.
KĊĞ RĊĘĊĆėĈč FĎēĉĎēČĘ
When feedback is corrective and is used to
explain where and why errors have been made. It
can signiϐicantly increase learning (Lysakowski &
Walberg, 1981, 1982; Walberg, 1999;
Tennenbaum & Goldring, 1989).
Feedback has been shown to be one of the most
signiϐicant activities a teacher and learner can
engage in to improve student achievement
(Hattie, 1992).
Asking students to continue working on a task
until it is completed and accurate (until the
standard is met) enhances student achievement
(Marzano, Pickering, & Pollock, 2001).
Effective feedback is timely. Delay in providing
students feedback diminishes its value for
learning (Banger‐Drowns, Kulik, Kulik, & Morgan,
1991).
Tests can be used to optimize learning. Tests
given a day after a learning experience is better
than testing immediately after a learning
experience (Bangert‐Downs, Kulik, Kulik, &
Morgan, 1991).
Rubrics provide helpful criteria for success,
making desired learning outcomes clearer .
Rubrics provide criterion‐referenced feedback
that is the right kind of guidance for improving
understanding (Crooks, 1988; Wilburn & Felps,
1983).
Effective learning results from students providing
their own feedback, and monitoring their work
against established criteria (Trammel, Schloss, &
Alper, 1994; Wiggins, 1993).
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ONLINE LEARNING
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