Moving Beyond Busy by Curtis Greg;

Author:Curtis, Greg;
Language: eng
Format: epub
Publisher: Solution Tree
Published: 2019-08-15T00:00:00+00:00

Specific Feedback

Schools struggle with the notion of 21st century skills, habits of learning, or impacts partly because their feedback on these goals tends to be too global. Often these valuable goals become part of a single anecdotal comment on a report card. We run the risk of minimizing these goals when we treat them with a broad comment, rather than concrete evidence based on student learning. Educators must support students’ learning in these areas by regularly giving assessment feedback and attaching it to specific tasks and demonstrations of learning.

Ideally, we should provide students with useful feedback based on concrete demonstrations and evidence of impacts on individual tasks. It is of limited use to simply say that a student demonstrated great creativity on her robotics project on a report card (especially if the project happened months previously). The value of feedback lies in the proximity of the feedback to the task and its validity within the task—it should be immediate and specific to the context. Also, good feedback should help a student to refine and improve his or her performance, which cannot occur unless the feedback is timely and specific. If we treat these goals too broadly or provide feedback in a very generic fashion, it is not tangible or useful to students.

With a mindset for specific, qualitative feedback, we can begin to address the practical aspects of assessing impacts.

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