"If I had to reduce all of the research on feedback into one simple overarching idea, at least for academic subjects in school, it would be this: feedback should cause thinking. All the practical techniques discussed here work because, in one way or another, they get the students to think, rather than react emotionally to the feedback they are given." - Dylan WiliamHere's what I'm gaining from reading Wiliam, Butler, Kluger and Denisi. Kids don't learn anything from knowing what they did right or what they did wrong. The giving of feedback is not what directly causes learning. All the learning happens after you give feedback, when you've either sent a kid down a productive path or motivated them to reexamine their habits in a serious way.
In short: feedback that students don't act on probably doesn't do much.
- What does effective feedback on standard-issue quizzes and tests look like? Do you give comments on every question? The assessment as a whole?
- Are written and oral feedback equally effective?
- Are questions ("Have you considered similar triangles?") and suggestions ("Try thinking about similar triangles") equally effective when appearing in feedback?
- Last year I gave feedback on weekly quizzes and on some classwork. Is that enough? Is there a limit on how much feedback, practically, is useful, or is it a "the more the better" situation?