When we talk about formative assessment, one really important part that often gets overlooked is constructive feedback. From my experience both giving and getting feedback, I’ve noticed some key traits that make it really helpful for learning. Here are those traits:
Good feedback should be clear and detailed, not just general. Instead of saying, "Good job!" it's better to explain what was good. For example, you could say, "Your argument in the second paragraph was strong and backed up by facts." This helps students know exactly what they did well and how to keep doing it.
Feedback should point out what’s good, but it should also offer clear ideas for improvement. If a student struggles with thesis statements, instead of just saying it needs work, you could say, “Make sure your thesis answers the prompt and lists your main points, like this…” This gives the student a clear way to improve.
When feedback is given matters a lot. If it’s shared quickly after an assignment, students can connect it to their work while it’s still fresh. I find that getting feedback within a day or two helps students think about what they learned and make quick changes.
The way feedback is shared can affect how students take it. Feedback should feel supportive and encouraging. Use words that promote a growth mindset, like, “You’ve made a great start here, and I can see your effort. Let’s work on improving this part a little more…”
Feedback should match the learning goals set for students. When students know what they are aiming for, they can understand feedback better. For example, if the target is to get better at analyzing, feedback can focus on how well a student analyzed their sources instead of just summarizing them.
An important part of constructive feedback is encouraging students to think about their own work. Ask questions like, “What do you think you could have done differently here?” This helps them understand their work better and take charge of their learning. Reflecting on their work also helps solidify their learning.
It's important to recognize and celebrate progress, even if it's small. Mentioning improvements can boost positive behavior and encourage students to keep growing. For example, you might say, “Your second draft is much better organized than the first draft. Keep building on that!”
Sometimes, just giving feedback isn’t enough. Sharing links to extra resources, like articles or videos, can help students grasp concepts better. Suggesting they check out certain materials can provide them with the tools they need to succeed in future assignments.
In conclusion, constructive feedback in education isn’t just about pointing out mistakes or saying good job. It’s about helping students engage in their own learning, providing clear guidance, and supporting their growth. When done well, feedback can be a powerful tool for improvement and a key part of the learning journey. By using these traits in our feedback, we can create a better learning experience for everyone!
When we talk about formative assessment, one really important part that often gets overlooked is constructive feedback. From my experience both giving and getting feedback, I’ve noticed some key traits that make it really helpful for learning. Here are those traits:
Good feedback should be clear and detailed, not just general. Instead of saying, "Good job!" it's better to explain what was good. For example, you could say, "Your argument in the second paragraph was strong and backed up by facts." This helps students know exactly what they did well and how to keep doing it.
Feedback should point out what’s good, but it should also offer clear ideas for improvement. If a student struggles with thesis statements, instead of just saying it needs work, you could say, “Make sure your thesis answers the prompt and lists your main points, like this…” This gives the student a clear way to improve.
When feedback is given matters a lot. If it’s shared quickly after an assignment, students can connect it to their work while it’s still fresh. I find that getting feedback within a day or two helps students think about what they learned and make quick changes.
The way feedback is shared can affect how students take it. Feedback should feel supportive and encouraging. Use words that promote a growth mindset, like, “You’ve made a great start here, and I can see your effort. Let’s work on improving this part a little more…”
Feedback should match the learning goals set for students. When students know what they are aiming for, they can understand feedback better. For example, if the target is to get better at analyzing, feedback can focus on how well a student analyzed their sources instead of just summarizing them.
An important part of constructive feedback is encouraging students to think about their own work. Ask questions like, “What do you think you could have done differently here?” This helps them understand their work better and take charge of their learning. Reflecting on their work also helps solidify their learning.
It's important to recognize and celebrate progress, even if it's small. Mentioning improvements can boost positive behavior and encourage students to keep growing. For example, you might say, “Your second draft is much better organized than the first draft. Keep building on that!”
Sometimes, just giving feedback isn’t enough. Sharing links to extra resources, like articles or videos, can help students grasp concepts better. Suggesting they check out certain materials can provide them with the tools they need to succeed in future assignments.
In conclusion, constructive feedback in education isn’t just about pointing out mistakes or saying good job. It’s about helping students engage in their own learning, providing clear guidance, and supporting their growth. When done well, feedback can be a powerful tool for improvement and a key part of the learning journey. By using these traits in our feedback, we can create a better learning experience for everyone!