Not all feedback is good feedback. In fact, research on feedback has shown that some types of feedback contribute to further learning and some feedback contributes little or nothing to further learning. Because "Students filter what they hear through their own past experiences, good and bad," it may be helpful to couch feedback in terms that make further learning more likely. To do this, research says feedback should be descriptive (informative) rather than evaluative.
In order to increase the chances that students will interpret feedback as descriptive, rather than evaluative, a teacher can implement a few practices.
1. Students should be given several opportunities "to practice and receive feedback without a grade attached."
2. Feedback should describe what can be seen- "how close is it to your learning target? What do you think would help?"
The content of descriptive feedback describes what was done well and why it is good; it also describes what else the student can do to improve both in the task and in the process. Though Brookhart cautions that all feedback needs to be considered in context, she offers multiple examples of feedback that could be considered descriptive:
Your details strongly support your claim that we should recycle newspapers. That's great. Where did you find all those facts?and
This report probably wouldn't convince a reader who didn't already agree we should recycle. What else could you do to make a more convincing argument?Both examples of feedback give the student an area to work on next.
On a personal note, I do point out when students do something well, but I do not always make sure that they understand why I consider it well done. This is something I need to work on incorporating more deliberately into my feedback.
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