November 3, 2025
Feedback Continued.......
Learning is fueled by feedback.....
Let's look at the following questions
- Review the four types of feedback that teachers give students. Which one do you find yourself giving the most? Which one is hardest to give? What will you change with your feedback after studying this?
- There are five types of feedback with various effect size levels. BRING YOUR LESSON PLANS. Where can you add feedback to assignments with the most effect size? Be prepared to discuss and update your lesson plans based on grade level conversations in this area.
As I stated in last week’s blog, I feel like I use goal-referenced feedback the most. I feel like I struggle most, though, with giving timely feedback, especially with larger, more complex assignments. This is an area I am really working on improving this year. One of the keys to being more successful with giving feedback is actually carving out time in planning as well as in class to have conversations, whole group and individually, about the feedback. This is definitely a work in progress for me, so I am eager to read everyone else’s responses!
ReplyDeleteIn my teaching, I mostly use descriptive feedback, focusing on where students are, how they’re progressing, and where they need to go next. This allows me to give clear guidance that helps students improve over time. I also use emotional feedback, building trust and encouraging a positive relationship with my students, which helps them feel supported in their learning journey. The hardest feedback for me to give is prescriptive feedback, where I suggest specific strategies for improvement. It can be challenging to pinpoint the exact next steps for each student, especially when they’re struggling. To improve my feedback, I plan to integrate more evaluative feedback tied to learning goals and give students clear direction on how they can meet those goals.
ReplyDeleteI’ll incorporate more peer feedback and self-assessment opportunities to encourage reflection and ownership of their learning. By making feedback more timely, specific, and actionable, I believe my students will have a clearer path to improvement and success.
The type of feedback I give the most is specifically about a task or assignment students are working on. Through GoGuardian, I am able to see their progress in real time, answer any questions students may have, and provide feedback and scaffolding when needed with a chat message or a call. This timely feedback (ES = 0.89) helps students stay on track and clears up misconceptions as they come up, as well as provides encouragement as students are working or giving them a nudge when needed (ES = 1.01). Giving feedback that involves the processing of the task and metacognitive strategies is the hardest type for me to give. I am trying to get students to stop and think, and then think about what they know or don’t know, so hopefully giving this type of feedback will become easier in the future.
ReplyDeleteFor me, I feel like I use ongoing feedback the most. I also use timely feedback quite often, especially since our younger students enjoy receiving instant feedback. However, I've noticed that some students start to expect feedback too frequently. I need to work on being more consistent with my ongoing feedback and focus on providing more user-friendly feedback as much as possible and making sure the students understand the feedback they are given.
ReplyDeleteThe feedback that I give students is pertaining to the assignment that they are working on or don't understand. If all students are asking questions I will repeat the lesson directions. If there are a few that don't understand I will let those that understand get started and send GoGuardian messages to help the others. I like to give students feedback to give me feedback. I would like to work on asking students first what do they know about an assignment first and then fill in what they don't understand. Each group is different depending on their academic status.
ReplyDeleteI find myself giving feedback that falls under the care condition. The one that is most difficult for me to give is feedback that falls under clarity. I find nurturing and caring feedback comes naturally especially when teaching younger grades. I am now finding that clarity, “what the learning is and what it means to learn” and explaining why something is worth learning to be a very important way to give feedback too. I am hoping that though my planning I am able to incorporate more of it into my lessons.
ReplyDeleteI enjoyed learning more about feedback and the effect size for the different feedback types. I find myself ensuring my feedback is timely especially with the younger students and strive to ensure that my feedback is specific to the assignments. I use Goguardian to watch my student's progress while completing assignments. I can send them specific feedback while they are working. Timely feedback is important however it also can be the hardest due to it being so time consuming as a teacher to reply to each student.
ReplyDeleteI also like modeling feedback with my students on how to give and receive feedback with each other.
I am planning to try to implement more specific and timely feedback as they are completing assignments and assessments.
I realize that I most often give feedback about the task—correcting information, clarifying directions, or suggesting specific changes to make an assignment stronger. While this kind of feedback helps students meet the requirements, I’ve found that it doesn’t always push them to think more deeply about their learning.
ReplyDeleteThe level I find most challenging to give is about the processing of the task, where the goal is to guide students in analyzing their own strategies and decision-making. This type of feedback takes more time and intentionality but can have the biggest impact on long-term understanding.
Moving forward, I plan to improve the way I support students’ thinking by using digital comments to guide reflection throughout their health projects. Instead of simply saying, “Add more facts,” I might comment, “You’ve listed several facts—how could you connect them to show the relationship between exercise and heart health?” I’ll also provide exemplars and self-assessment checklists so students can compare their work to clear examples and identify what’s missing on their own. My hope is that these small shifts in feedback will encourage students to pause, reflect, and take more ownership of how they process and present their learning.
After reviewing the four types of feedback that teachers give students, I find that I most often give task-level feedback. This typically focuses on specific things students miss or need to correct in class. For example, after activities like Gimkit or Wayground, I hold group discussions where we review missed items and talk through the reasoning behind correct answers. I also add comments on individual assignments to guide students toward a deeper understanding or to clarify misconceptions.
ReplyDeleteThe type of feedback I find hardest to give is self-regulation feedback. It can be challenging to help students reflect on their own learning strategies and develop ownership of their progress, especially in an online or tech-supported environment. However, this is an area I’d like to strengthen because it has one of the highest effect sizes for improving student achievement.
I’ve also enjoy using technology-based feedback tools to make feedback more immediate and personalized. For instance, Snorkl allows me to edit AI-generated feedback in real time, which supports meaningful, high-quality responses for students. This type of feedback has an effect size of .55. I also use Curipod, Wayground, and Brisk for interactive or automated feedback opportunities.
Additionally, I make it a point to gather student feedback (effect size .47) on what is most helpful for their learning. This not only gives students more buy-in but also helps me refine my instruction to better meet the class’s needs. Plus it is a good reflective practice for students to evaluate what worked well in a lesson and what did not, and they can discuss amongst each other what helped each of them.
After studying the different types and effect sizes of feedback, I plan to look closely at my lesson plans to identify places where process and self-regulation feedback can be added. For example, incorporating reflection prompts after assignments or adding a self-assessment section could help students evaluate their own progress and set learning goals.
I realize that I most often give self-regulation feedback. I like to help students think about how they approach their own learning, encouraging them to reflect, plan, and make improvements independently. I find that this type of feedback supports growth over time and helps students develop ownership of their writing and learning process.
ReplyDeleteThe hardest type of feedback for me to manage is feedback timing. When I’m reading through all of my students’ essays, it can take a while to respond to each one. I try to return feedback quickly, but the grading load sometimes makes it challenging to provide timely comments.
I discovered that Brisk has a feedback feature that allows teachers to upload a rubric and use it to generate and organize feedback. I want to explore this tool to help streamline my process and make feedback both faster and more consistent for students.
In my classroom, I most often give feedback about the task, focusing on whether students’ answers are correct and providing suggestions for improvement. The hardest feedback for me to give is about self-regulation, because it requires guiding students to reflect on their own learning strategies rather than simply correcting their work. I already try to give feedback right away and keep it clear and helpful so students know exactly what to fix.I want to ask students more often what’s helping them and what isn’t, and use what I learn from assessments to shape my instruction.
ReplyDeleteThe feedback I give most often centers around the assignment and the answers they give. In the students' eyes they are wanting to know "am I right? what did I do wrong?" Even though it is quick to say "this is wrong because..." I try to allow them to reflect on what they did wrong. The hardest part of giving feedback is time. I can't always check the assignments as they are working on them and some assignments take longer than others to "correct". That is where AI can help!
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