Learning Science Principle #5: Give Meaningful Feedback
Most conversations about feedback focus on frequency, with the headline that the more feedback we give to our learners, the better.
But is this always the case? And once we’ve decided how much feedback to give, how to we deliver that feedback in a way that optimises for learner achievement, engagement & motivation?
✏️ Learning Design Tips
Research shows there are a number of strategies that we can use to optimise the impact of feedback. Here’s a summary of what the research says:
Enable Improvement: The best feedback focuses on things learners can do or correct to improve their learning (Wylie & Lyon, 2012). Research shows that feedback works best when the learner gets information on both how well they did and how they can improve, followed immediately by an opportunity to apply the feedback in order to improve (Heritage, 2007).
Keep it Short: Feedback is most useful when learners are willing to use it — this means short and focused. If learners skip feedback with explanation because it is too long, then they may benefit more from simple correct/incorrect feedback, provided they are willing to read it (Maier, Wolf & Randler, 2016).
Be Positive: Positive feedback on correct answers can help increase a learner’s metacognitive awareness of what they do know, thus increasing confidence & motivation (Butler, Karpicke & Roediger, 2008).
Ask Questions: By asking questions in feedback instead of simply making statements, instructors can prompt students to examine and reflect on their thought processes (Hattie & Timperley, 2007).
Use Peer Feedback: Peer feedback helps both the student who is giving the feedback and the learner who is receiving it because it gives students practice in making and explaining judgements in relation to other learners’ work and ideas (Comer & White, 2016; Liu & Carless, 2006; Lundstrom & Baker, 2009).
Example 1: Accounting 📈
When testing learners’ accounting knowledge, explain why an answer is right or wrong, rather than simply displaying scores or right/ wrong information.
Example 2: Sales 💰
Instead of grading a sales essay and saying “You didn’t do enough analysis of the study you explain on page 2,” say instead: “Reconsider the analysis you did of the study on page 2 — does it sufficiently support your thesis?”
Example 3: Medicine 🩺
Give feedback which tells learners both how well they did and how they can improve. For example, include a model answer & ask learners to write a short statement on what they would do different next time to improve their response.
🥷 Ninja Tip > Think about cognitive load….
The principle of “the more feedback the better” can operate at odds with the need to manage learners’ cognitive load.
Instead of presenting a multitude of comments at once, consolidating & streamlining feedback at regular intervals can help learners process & act on it more effectively (Van Merriënboer & Ayres, 2005).
🧪 The Science Bit
Butler, A. C., Karpicke, J. D. & Roediger, H. L., III. (2008). Correcting a metacognitive error: Feedback increases retention of low- confidence correct responses. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(4), 918–928.
Comer, D. K. & White, E. M. (2016). Adventuring into MOOC writing assessment: Challenges, results, and possibilities. College Composition and Communication, 67(3), 318.
Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89(2), 140–145.
Maier, U., Wolf, N. & Randler, C. (2016). Effects of a computer-assisted formative assessment intervention based on multiple-tier diagnostic items and different feedback types. Computers & Education, 95, 85–98.
Liu, N-F. & Carless, D. (2006). Peer feedback: The learning element of peer assessment. Teaching in Higher Education, 11(3), 279–290.
Lundstrom, K. & Baker, W. (2009). To give is better than to receive: The benefits of peer review to the reviewer’s own writing. Journal of Second Language Writing, 18(1), 30–43.
Van Merriënboer, J. J. G. & Ayres, P. (2005). Research on cognitive load theory and its design implications for e-learning. Educational Technology Research and Development, 53, 5–13.