« Everyday Essential Apps for Education | Main | What If Learning Were All About the Unanswerable? »

How to Give Specific, Timely Feedback

Screen Shot 2015-03-08 at 8.44.09 AM.pngLearning happens best when effective, timely feedback is provided on a regular basis based on regular tasks or assignments.

The faster we can we can tell students something about what they are doing, the better for their learning loop.

Whether we are looking to catch common mistakes that can easily become ingrained in our practice if nothing is said in a timely fashion, or we are looking to strengthen a skill that we get but can be doing better, feedback provides the learner an opportunity to have these issues caught and corrected or strengthened appropriately.

In the video below, the importance of a clear assignment and objectives is discussed. If the purpose is obvious and well known, then it is easier to give specific feedback as there are elements that must be addressed. For example, a news story has a headline, lead, body paragraphs, quotes with attribution and is organized using a the inverted pyramid. Reporters are aware of this as they have been writing news stories for a long time. 

Although these are not the only things that a person should look for while giving feedback in a news story, it is enough for the first draft. When giving feedback on a first draft, I find that looking at big picture challenges are best. Providing the learner questions that would clarify confusion or noting gaps or structural issues.

Along with everything else in education, we need to be balanced. Never offering too much or too little at any given time, it is the teacher's responsibility to ensure that every child gets what he or she needs. We rely on relationships and knowledge of our content to do this well.

Here are some key elements to consider when providing feedback in any classroom:

  • How does the child learn best? Should you be meeting with the student one on one to deliver the feedback, in a small group or in writing?
  • What was the purpose of the assignment and how well has the child met the objectives?
  • Find elements of strength as well as elements of challenge, to ensure balance and not overwhelm the student.
  • If there is a lot of feedback that must be given, perhaps verbal feedback may help. If it can't be done in person, consider apps like Voxer to allow the tonality of your voice to carry the news.
  • Focus on elements of the assignment, but don't give more than 3 to 5 areas of improvement as one time. This can be overwhelming and can potentially negative the supportive nature of feedback. We aren't looking to shut down the learning process, but rather bolster it.
  • Make sure the feedback has a purpose of its own. Nothing superfluous is going to be useful. Make sure that it is easy to understand and clear. 
  • Questions are a great way of getting students to think more deeply about their work. Never give answers where students can readily figure them it out for themselves. This is a part of the learning process. Sometimes merely pointing students in the direction they need to look is enough.
  • Avoid trite or meaningless comments that won't help like "good job". Consider something more specific like "good thesis statement. It clearly addresses what you plan on arguing and does it in a way the reader can follow." It also helps to highlight or underline the area you are giving the feedback on.
  • It helps to be observing students and providing feedback throughout the process of learning and not just at the end. It is more useful to catch challenges as they arise and not wait until it perpetuates. A short conversation or a strategy is quite helpful during work period time either independently or in small groups depending on the assignment.

Teaching should always be intentional, so be aware of the messages you are sending through your feedback. Sometimes it is a tone or a well chosen word that can make all of the difference between whether a student hears you or not.

In what ways do you provide feedback? What results have you seen? How have you adjusted your process based on the feedback provided by your students? Please share

Notice: We recently upgraded our comments. (Learn more here.) If you are logged in as a subscriber or registered user and already have a Display Name on edweek.org, you can post comments. If you do not already have a Display Name, please create one here.
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

The opinions expressed in Work in Progress are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

Follow This Blog


Most Viewed On Teacher



Recent Comments