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Volume 13 | Issue 9 | Janaury 11, 2018
Why don't students use feedback? Sue Brookhart writes that if students don't know how to use feedback or don't understand the learning goal they're applying it to, they're likely to see feedback as evaluative rather than informative. Like a final grade, feedback under these circumstances marks an end to learning, not an opportunity to extend. Raters can be motivators, however, when feedback is timely, specific, actionable, and compassionate. Here's how to put forward-focused feedback to work in your classroom.
Meaghan Hanrahan Dobson
Students need not be held accountable for a year's worth of growth in one writing assignment. Find time for feedback, and turn it into a nonthreatening, accessible tool for writing development, by giving less (but more focused) feedback earlier in the writing process.
Karin Evans
Analytic rubrics provide a roadmap to a learning goal, but their criteria needs to be contextualized for teachers and students to have a clear image of the destination. These tips will help you use rubrics as part of a more effective feedback loop.
Cristine Sato LaMontagne
While students work in groups or independently, teachers can circulate and gather observational data on sticking points and stellar work. With some common challenges and student exemplars gathered, teachers call a 5-minute "time out" to provide a mini-lesson to address areas of struggle and highlight student strengths.
Eric J. Mendelson
If your idea of hell is a stack of ungraded essays, take heed. A high school English teacher shares his formula for getting students to do the work of reviewing, reflecting, researching, and revising during the feedback process so that he can focus on reinforcing their new learning.
Esther Ntuli
Use this matrix to reflect on how message and medium can affect how students respond to feedback. Learn how to tailor feedback to be more actionable and explore tech resources that make anytime, elaborative feedback accessible.
Aaron Zimmerman
Feedback intended to help may hurt if students hear it as an indictment of their current and future abilities. Use this reflective strategy to challenge students' pessimistic interpretations of critical feedback.
Pauline Zdonek
Get students to see feedback as a valuable part of the learning process by modeling how to give and receive feedback, separating evaluation from feedback, and rewarding improvement.
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