Good feedback causes thinking.
Earlier in the unit we noted that John Hattie found that not all feedback is effective. Another renowned researcher, Dylan William, concurs. Dr. William is Emeritus Professor of Educational Assessment at University College London, who has taught in urban public schools, directed a large-scale testing program, served a number of roles in university administration, and pursued a research program focused on supporting teachers to develop their use of assessment in support of learning. William’s research indicates that “most of the feedback that’s common in schools is the least helpful…”
As you watch the video, consider: Which type of feedback aligns with the feedforward concept? Which type of feedback do you tend to give? How might the insights from Dr. WIliam influence the type of feedback you provide for your paraeducator?
Types of Feedback
Within the broad parameters of ego-involving or task-involving feedback, there are various types of feedback content, which are dictated by purpose and context. The chart below describes some of these various types of feedback. (Note that these characterizations of feedback are not mutually exclusive.)
Type of Feedback | Description |
Directive | Basically telling someone what to do based on their question, statement, or action |
Evaluative | “Grading” a person’s action(s), idea(s), or statement(s) |
Affirmative | Simply supporting or confirming a person’s ideas or actions |
Informative | Â Providing facts, data, or information based on perceived need or lacking |
Constructive | Providing useful and pertinent ideas, knowledge, or suggestions |
Data-Based | Feedback based on measurable/verifiable evidence and/or observation |
Action Plan Oriented | Providing concrete ideas or strategies – i.e., next steps |
Strength-Based | Focused on positive attributes the mentee brings to the table |
Deficit-focused | Focused on perceived areas of need or attributes mentee lacks |
Reflect
Which of these types of feedback aligns with a feedforward approach? Which are more likely to encourage reflection on the part of the receiver? You will be asked to consider these and other questions in a feedback reflection exit ticket for Unit 5.Â