I came across this originally via David Truss on Twitter and Google+ and thought it would complement my previous post about the science and art of receiving feedback – 3 Variables That Profoundly Affect the Way We Respond to Feedback
Or why not explore this piece I did a few years back about how video games provide feedback in a formative manner – What Can We Learn About Assessment From Video Games?
I got feedback on my communication skills, on something I deliberately
did i.e speaking with a low controlled voice without realising that my
audience then struggle to hear me when presenting! Thank you for aNice Article
This is really nice article. Feedback is necessary in every field if you not have feedback of your work than you never be improved and if you not improve your self than you never been go ahead with other competitor.
http://goo.gl/GZ2t5G
This is such a useful infographic Tom, thanks for sharing. The summary of key insights from literature sharply focused my mind as I have recently changed my school’s marking policy and am currently re-writing the teaching and learning policy. I feel strongly that types of feedback, the timing of feedback and the aim of feedback is something that should be actively planned for in terms of whole school strategy as well as operationally, day to day in the practice of classroom teachers.
One thought I would like to add to this relates to the timing of feedback. Shute (2008) agrees with the principle outlined here that effective feedback occurs during the learning, when there is time to respond but only when the learning is procedural or especially complex and demanding. Shute argues that when the task involves a student generalising learning from one context to another, delayed feedback is more effective.
I can imagine this in context as a student grapples with a difficult new concept requiring closer and more immediate support from step to step, but equally I can remember, from my own experience of taking on larger generalisation tasks, wishing that people would just leave me alone for a while to get on with solving the problem. The student at the generalisation stage should in theory already possess the skills and knowledge to solve the problems he or she is being faced with. What they will probably need is time as they trial these skills for the first time not someone ‘swooping in’ and ‘stealing’ the learning opportunity that they would have experienced had they been allowed to discover it.
None the less, this post contains some really key ideas and I love the blog. Thanks for drawing attention to this important point!