'It's how we improve'
Feedback has great impact on student learning outcomes according to the research done by John Hattie. 'The simplest prescription for improving education must be dollops of feedback'. Please see one of the most important research articles that began the shift towards educators better use of feedback, the seminal article, 'The Power of Feedback' by John Hattie and Helen Timperley.
Please see below to explore our collection of resources and research into the influence of feedback.
|The Power of Feedback
|Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. The type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed and analysis suggested for ways in which feedback can be used to enhance its effectiveness in classrooms.
|To give better feedback, you must fully understand the agony of receiving it
|A conversation about why receiving feedback is so hard, whether everyone has the capacity for it, and how each of us can get better at it.
|How to promote effective peer response
|Peer feedback is a powerful tool when done correctly
|Authentic feedback- What it is and isn’t
|Peter DeWitt looks at effective and ineffective feedback
|Feedback to support lifelong learning
|Australian-based work by Hattie
|How to give students specific feedback that actually helps them learn
|Effective feedback for student growth
|Giving student feedback
|20 ways to give the right type of feedback to students
|9 Ways to Look at Failure Differently
|Looking at failure from a different perspective; or rather, many perspectives
|Learning From Mistakes
|Learning from mistakes depends on one's willingness to learn from failure and an ability to understand an analyse error
|Critique and Feeback - The story of Austin's Butterfly
|Teaches students how to give kind, specific and helpful peer feedback (6.30 mins)
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