Teachers often wonder if their students are applying the feedback provided to them. While carefully considering the feedback provided to students, does the design of the learning program optimize the application of feedback? When feedback is provided to students are they also allowed time to apply the feedback on the same, or at least a similar task?
Even the most effective and articulate feedback is meaningless if the student has no opportunity to apply the feedback that is provided to them. Based on this, teachers need to carefully consider when they will provide feedback and what learning tasks or activities will follow that will allow students to use this feedback to develop understanding and consolidate learning.
When this principle is in action:
– Provides feedback in formative phases of learning so students can apply feedback before the end of the learning sequence.
– Makes sure the feedback provided in the summative assessment can connect to the learning task that follows.
– Requires students to action the feedback that has been provided to them on another task. This can be written into the assessment criteria.
– Keyset can be used to insert comments that direct the student to perform simple follow-up tasks. These might include: correcting answers, reflecting on the feedback given as well as how they might prepare for the same task next time.
– Not only understands the feedback that is provided to them, but has a place to apply and action the feedback in a subsequent learning task.
A scholarly approach to solving the feedback dilemma in practice (p. 941 – 943)