10 Mindframes for Visible Learning by John Hattie & Klaus Zierer

Author:John Hattie & Klaus Zierer
Language: eng
Format: epub
Publisher: Taylor and Francis

Performance-based feedback: task, process, and self-regulation

Unlike feedback at the self-level, which we termed person-based feedback, the task, process, and self-regulation levels all have to do with the learner’s performance. Feedback at these levels is always more effective, but to varying degrees, as a closer look shows.

Feedback at the task level involves providing the learners information about the product of their learning. For example, the teacher can assign a task with problems the learners must solve to reach the learning goal. The teacher corrects the task and marks the answers as correct or incorrect. In this way, the learners see clearly what they can and cannot do.

Feedback at the process level involves providing the learners information about the process they used to complete the learning task. For example, the teacher can inspect the task for evidence of how the learners completed them. The task might look like they were completed quickly, or there may be signs of sloppiness or a lot of careless mistakes, to name just a few examples. In this case, the learners receive information about how they worked. They can also receive feedback identifying errors and suggestions for addressing them and about different methods they might use to tackle the tasks, and they can be asked to make different kinds of connections between parts of the task.

Feedback at the self-regulation level involves providing the learners information about the mechanisms they apply to regulate their learning. For example, the teacher can report back to the learners that they want to invest more effort into various parts, ask them to consider whether they think this part is effective and invite them to revisit, invite the student to think more about the correctness of a section and what they could do better, and in general to encourage the student to make their own judgments, directions, and improvements (and check these with the teacher). The student is more the agent of improvement considering your feedback. This type of feedback makes it clear to the learners how they self-regulated the product and process of their learning.

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