Assessment

“Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative.” 

- Hattie & Timperley, 2007

Hattie and Timperley provide both an endorsement of feedback and a warning: when not done well, feedback can actually have a detrimental effect on student learning. So, how do we provide feedback in a way that enhances learning?

Effective feedback is…

• Timely – Provide feedback soon enough so that the learning experience is fresh in the student’s mind and with enough time that a student can make use of your feedback in subsequent activities or assignments.
• Specific – Use specific language, details and examples to help students identify what they did well, what they need to improve, and next steps to take.
• Descriptive – Use descriptive, non-judgemental language to help learners focus on the details of their performance in relation to the learning outcomes or evaluation criteria rather than being fixated on labels like good or bad.
• Balanced – Provide examples of what students did well, so that they can build on these strengths, in addition to suggestions for how to improve in areas where they didn’t do as well.
• Manageable – Ensure that your feedback won’t overwhelm students. Give them enough information to know how to improve without necessarily highlighting every single flaw in their performance.
• Practical – Direct feedback toward behaviours that students can change.
• Solicited – Sharing feedback in response to questions from students can make for a powerful learning moment.
• Discussed – Discuss your feedback with students to ensure that they understand what you’re trying to tell them.

Tips and traps:

• Avoid the trap of only focusing on justifying an assigned grade. Ask yourself: “What does this learner need from me at this time?”
• To help distinguish between summative and formative feedback, consider dividing feedback into “this time… (for summative), next time… (for formative)”.
• Consider providing in-person feedback, such as individual and small group meetings. Involve students in the process by asking “What parts are you satisfied with? Why? What do you think you need help with?"
• Consider comments without grades for drafts and formative assessments; or consider pass/fail grading.
• Consider grades with minimal comments for summative assessments unless the student asks for more, and save more detailed comments for teachable moments during formative activities.
• Use formative peer feedback on drafts or components of assignments.

Ambrose, A., Bridges, M., DiPietro, M., Lovett, M., & Mayer, R. (2010). How learning works: Seven research-based principles for smart teaching. Jossey-Bass.

Angelo, T. & Cross, P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd edition). Jossey-Bass.

Darby, F., & Lang, J. (2019). Small teaching online: Applying learning science in online classes. Jossey-Bass. See especially Chapter 5: Giving Feedback.

Earl, L. (2003). Assessment as learning: Using classroom assessment to maximise student learning. Corwin Press.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102%2F003465430298487

Shute, V. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. https://doi.org/10.3102%2F0034654307313795

Suskie, L. (2009). Assessing student learning: A common sense guide (2nd edition). Jossey-Bass.

Walvoord, B., & Anderson, V. (2010). Effective grading: A tool for learning and assessment in college (2nd edition). Jossey-Bass.

Wiggins, G. (2012). 7 keys to effective feedback. Educational Leadership, 70(1), 10–16.