Ensuring that Feedback Is Meaningful: Part 1

As educators, we all know the value of feedback, whether it’s for students or our own personal growth. John Hattie’s analysis of feedback found that it has a 0.70 effect size, which means it has almost twice the growth potential of a regular year of learning for a student. But all of that research assumes that we are doing feedback correctly. As Hattie says, “Feedback is one of the most powerful influences on learning and achievement – if you get it right.”

This four-part blog series will closely examine what research says are the best practices in providing feedback to accelerate learning. We’ll look at what feedback is (and what it isn’t), when it should happen and when it shouldn’t, what must be included to make it relevant and of value, and then provide both tech and non-tech ways to provide it.

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