RESOURCE GUIDE
Effective Feedback
“The greater the challenge, the higher the probability that one seeks and needs feedback, but the more
important it is that there is a teacher to provide feedback and to ensure that the learner is on the right path to
successfully meet the challenges.” Hattie, p. 17
“Error is the difference between what we know and can do, and what we aim to know and do—and this
applies to all (struggling and talented; students and teachers). Knowing this error is fundamental to moving
towards success. This is the purpose of feedback.” Hattie, p.115
“Students thrive on formative feedback during the lesson; they do not want to be blocked by lack of feedback
(this is boredom-inducing, or ‘turn off to the lesson’ time), and they do not want to wait until the end of the
lesson to know that they are on the right track.” Hattie, p.108
1. READ: Visible Learning for Teachers: Maximizing Impact on Learning by J.
Hattie (2012)
a. Three Feedback Questions: Where am I going? How am I going there?
Where to next? pp.116-118
b. Four Feedback Levels: Task & Product, Process, Self-regulation or
Conditional, and Self (pp.118-122)
c. Frequency (pp.122-123)
d. Types of Feedback (pp.123-129)
e. Attributes of Students and Feedback (pp.130-134)
2. Possible Exercise (Hattie, p. 137)
With your Collaborative Work Team
With your students
 Exercise #1
 Exercise #2
 Exercise #4
 Exercise #6 (a-h)
 Use the Sample Prompts (p.129).
Discuss the nuances between the three
levels and how that relates to
prompting students.
 Review Shute’s (2008) nine guidelines
(p.136). Discuss the implications for
your teaching.
 Discuss the following question, “What
 Exercise #5
 Teach students the use of the rubric
presented on p.133 as a tool for
providing feedback to peers
 Provide opportunities for students to
improve their skills in giving feedback
to their peers and their teachers
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Created by Springfield (MO) Public Schools for local use.
is the relationship between feedback
and assessment?”
3. District Integration: How does your learning in regards to effective feedback
correlate to your implementation of district initiatives?
For example:
How might your use of effective feedback impact your efforts in continuous
improvement?
How might this inform your work as you focus on differentiated instruction this
year?
How might effective feedback relate to your implementation of cooperative
learning?
Deeper Research: For more research regarding effective feedback you may cross
reference the following authors in Visible Learning for Teachers: Maximizing Impact
on Learning.
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for learning: Putting it into practice.
Maidenhead: Open University Press.
Black, P.J., & Wiliam, D. (1998). Assessment and classroom learning. Assessments in Education, 5(1), 7-73.
Black, P.J., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment,
Evaluation, and Accountability, 21(1), 5-31.
Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219-233.
Hattie, J.A.C., & Timperley, H. (2006). The power of feedback. Review of Educational Research, 77(1), 81-112.
Nuthall, G.A. (2005). The cultural myths and realities of classroom teaching and learning: A personal journey.
Teachers College Record, 107(5), 895-934.
Nuthall, G.A. (2007). The hidden lives of learners. Wellington: New Zealand Council for Educational Research.
Pollock, J.E. (2012). Feedback: The hinge that joins teaching and learning. Thousand Oaks, CA: Corwin.
Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2),
119-144.
Shute, V.J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189.
Wiliam, D., Lee, C., Harrison, C., & Black, P. (2004). Teachers developing assessment for learning: Impact
on student achievement. Assessment in Education: Principles, Policy, and Practice, 11(1), 49-65.
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Created by Springfield (MO) Public Schools for local use.
Wiliam, D., & Thompson, M. (2008). Integrating assessment with instruction: What will it take to make it
work? In C.A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp.53-92). Hillsdale, NJ:
Lawrence Erlbaum Associates.
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Created by Springfield (MO) Public Schools for local use.