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DVHS Continuous School Improvement
GOAL #2
Purpose:
Reading for Essential
Understanding
SęėĆęĊČĞ: PėĔěĎĉĎēČ FĊĊĉćĆĈĐ
PėĔěĎĉĎēČ FĊĊĉćĆĈĐ
Providing the right kind of feedback to students
can make a signiϐicant difference in their
achievement. There are two key considerations:
First, feedback that improves learning is
responsive to speciϐic aspects of student work,
such as test or homework answers, and provides
speciϐic and related suggestions. There needs to
be a strong link between the teacher comment
and the student's answer, and it must be
instructive. This kind of feedback extends the
opportunity to teach by alleviating
misunderstanding and reinforcing learning.
Second, the feedback must be timely. If students
receive feedback no more than a day after a test
or homework assignment has been turned in, it
will increase the window of 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 in nature—that is, it
explains where and why students have made
errors‐‐signiϐicant increases in student learning
occur (Lysakowski & Walberg, 1981, 1982;
Walberg, 1999; Tennenbaum & Goldring, 1989).
Feedback has been shown to be one of the most
signiϐicant activities a teacher 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).
Administer tests to optimize learning. Giving tests
a day after a learning experience is better than
testing immediately after a learning experience
(Bangert‐Downs, Kulik, Kulik, & Morgan, 1991).
Rubrics provide students with helpful criteria for
success, making desired learning outcomes
clearer to them. Criterion‐referenced feedback
provides the right kind of guidance for improving
student understanding (Crooks, 1988; Wilburn &
Felps, 1983).
Effective learning results from students providing
their own feedback, monitoring their work
against established criteria (Trammel, Schloss, &
Alper, 1994; Wiggins, 1993).
Dean Mitchell, iStock/thinkstock
Updated 12/01/17