We know how important feedback is for student learning, but what if it’s having the opposite effect? In this new post by Dylan Wiliam, he examines the research and helps us distinguish between helpful and unhelpful feedback for student learning.
“In 38% of well-designed studies, feedback actually made performance worse—one of the most counterintuitive results in all of psychology.
If there’s a single principle teachers need to digest about classroom feedback, it’s this: The only thing that matters is what students do with it. No matter how well the feedback is designed, if students do not use the feedback to move their own learning forward, it’s a waste of time. We can debate about whether feedback should be descriptive or evaluative, but it is absolutely essential that feedback is productive.
Add to that concept a second related principle: Feedback should be more work for the student than it is for the teacher.” Read the entire post here.