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    Feedback Quotes: Hattie & Timperley (2007)

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    Feedback is a powerful influence on learning that can be positive or negative. To be most effective, feedback should focus on the specific criteria of the task and emphasize learning goals rather than just giving praise or comparing students. For feedback to truly enhance learning, students must understand what quality work looks like, be able to compare their own work, and take steps to close any gaps.

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    Feedback Quotes: Hattie & Timperley (2007)

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    Gourav
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    Feedback is a powerful influence on learning that can be positive or negative. To be most effective, feedback should focus on the specific criteria of the task and emphasize learning goals rather than just giving praise or comparing students. For feedback to truly enhance learning, students must understand what quality work looks like, be able to compare their own work, and take steps to close any gaps.

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    Feedback Quotes

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    Feedback is a powerful influence on learning that can be positive or negative. To be most effective, feedback should focus on the specific criteria of the task and emphasize learning goals rather than just giving praise or comparing students. For feedback to truly enhance learning, students must understand what quality work looks like, be able to compare their own work, and take steps to close any gaps.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    111 views2 pages

    Feedback Quotes: Hattie & Timperley (2007)

    Uploaded by

    Gourav
    Feedback is a powerful influence on learning that can be positive or negative. To be most effective, feedback should focus on the specific criteria of the task and emphasize learning goals rather than just giving praise or comparing students. For feedback to truly enhance learning, students must understand what quality work looks like, be able to compare their own work, and take steps to close any gaps.

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    Feedback Quotes

    Feedback is one of the most powerful influences on learning and achievement, but this
    impact can be either positive or negative.
    Hattie & Timperley (2007)

    Feedback can be the information that drives the [formative] process, or it can be a
    stumbling block that derails the process. Brookhart (2008)

    To craft teacher feedback that leads to learning, put yourself in the student’s shoes.

    Brookhart (2007)

    Learning is more likely to be fostered when feedback focuses on features of the task
    (success criteria) and emphasizes learning goals.
    Kluger & DeNisi (1996)

    It’s the quality of the feedback rather than its existence or absence that determines its
    power.

    Stiggins et al (2004)

    When students know that there are no additional opportunities to succeed, they frequently
    take teacher feedback on their performance and
    stuff it into desks, back packs, and wastebaskets.
    Reeves (2004)

    In giving students descriptive feedback, you have modeled the kind of thinking you want
    them to do as self-assessors.
    Chappuis (2005)

    The most important instructional decisions are made, not by the adults working in the
    system, but by the students themselves.
    Stiggins et al (2006)

    [Sadler] argued that it was insufficient simply to point out right and wrong answers to
    students. For assessment to be ‘formative,’ a student must:
    - come to hold a concept of quality roughly similar to that of the teacher

    - be able to compare the current level of performance with the standard - be able to take
    action to close the gap.

    Shepard (2005)

    18 ASSESSMENT FOR LEARNING VIDEO SERIES Descriptive Feedback


    Appendix B Feedback Quotes (continued)
    Kluger and DeNisi (1996) found that one-third of the studies showed negative effects –
    feedback about performance actually harmed learning outcomes ... positive outcomes
    were more likely when feedback focused on features of the task – such as how the student
    could improve in relation to the standards – and emphasized learning goals instead of
    lavishing non-specific praise or making normative comparisons.
    Shepard (2005)

    A major role for teachers in the learning process is to provide the kind of feedback to
    students that encourages their learning and provides signposts and directions along the
    way, bringing them closer to independence.
    Earl (2003)

    Praise addressed to students is unlikely to be effective, because it carries little


    information that provides answers to any of the three questions: Where am I going? How
    am I going? and Where to next?, and too often deflects attention from the task.
    Hattie & Timperley (2007)

    Good feedback systems produce a stream of data to students about how they’re doing – a
    flow of pieces of information that is hourly and daily as opposed to weekly and monthly
    (which is the rate of feedback produced by systems that rely on tests).
    Saphier et al (2008)

    For feedback to have maximum effect, students have to be expected to use it to improve
    their work and, in many cases, taught how to do so. This is where student self-assessment
    and goal setting become part of the package.
    Saphier et al (2008)

    Our goal in assessment reform is thus not merely to design more engaging and authentic
    tasks but to build in the kind of frequent feedback and opportunities to use that feedback
    that are found in all effective performance systems. Wiggins (1998)

    It was only when I discovered that feedback was most powerful when it is from the
    student to the teacher that I started to understand it better. When teachers seek,
    or at least are open to feedback from students as to what students know, what they
    understand, where they make errors, when they have misconceptions, when they are not
    engaged – then teaching and learning can be synchronized and powerful. Feedback to
    teachers helps make learning visible.
    Hattie (2009)

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