From ASCD, Educational Leadership Journal: September 2012 | Volume 70 | Number 1 Feedback for Learning Pages 10-16
In his article ‘Feedback for Learning: Seven Keys to Effective Feedback’, Grant Wiggins writes:
‘…Advice, evaluation, grades—none of these provide the descriptive information that students need to reach their goals. What is true feedback—and how can it improve learning?
Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement.
Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has “struggled to understand the concept” (p. 173). And many writings on the subject don’t even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is—and isn’t…’
What Is Feedback, Anyway?…’ Read on for the full article:
Then, on his blog ‘Granted, but…‘, Wiggins writes more on this subject and includes some tangible steps to providing and developing effective feedback, that teachers might use with their students, as well as links for his final draft for the EL article and a PowerPoint, which provide fuller thinking on the topic. Find that ‘On Feedback’ blog post here.