Module 7: Directions and Feedback
What is Feedback?
What is feedback?

Feedback falls on a continuum ranging from evaluative (i.e. judgmental) to descriptive (i.e. taskrelated). “At the evaluative end of the continuum, feedback is clearly either positive or negative.
At the descriptive end, feedback … is achievement or improvement focused” (Tunstall & Gipps,
pp. 393).

Quality feedback should provide information to the student relating to the task or process of
learning that fills a gap between what is understood and what is aimed to be understood (Hattie
& Timperley, 2007).

Quality feedback should provide the learner with suggestions, hints or cues for how to improve
(Narciss & Huth, 2004).

Quality feedback provides clear directions and explains why the task is important. This helps
children internalize the expectation and learn to self-regulate their own behavior.

Quality feedback provides meaningful guidance that is individualized to address the child’s
current developmental needs in order to move them to the next level (Pollard, 1990).
Why is feedback important?

Quality feedback reflects common values such as the need for kindness and sharing in the
classroom as well as the importance of independence and effort in completing tasks (Tunstall &
Gipps, 1996).

Quality feedback encourages children to stay engaged in an activity by recognizing their efforts,
providing opportunities for improvement and encouraging a view of mistakes as part of learning.
(Ames, 1992, p. 267)

Quality feedback is an essential component of formative assessment and is one of the primary
ways we can teach a child new skills. The National Research Council reported that “One of the
most important roles in assessment is the provision of timely and informative feedback to
students during instruction and learning…” (NRC, 2001, p. 87).
Why is high quality feedback important?

“The quality of the verbal environment sets the stage for children’s developing perceptions of
themselves and others” (Meece & Soderman, 2010, p. 82).
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Module 7: Directions and Feedback

By being patient and polite in their communications with children, parents and each other
teachers create a positive verbal environment in which children feel valued and special (Kostelnik
et al., 2009).

Warm expressions regarding the child’s work or engagement can play a part in classroom
management and creating a community of learners (Tunstall & Gipps, 1996).

Children who receive feedback give feedback to others. If children repeatedly hear you thank
them when they have assisted in cleaning up a center, helped wipe off the snack table, or
assisted in gathering all the backpacks, they are likely to give one another compliments when a
peer helps them with a backpack or takes part in gathering toys together.
Praise versus positive feedback

Positive feedback is distinctly different from praise. BOTH of these have a place in your
classroom. It is nice to hear a praise statement that tells you what a wonderful person you are! It
tells a child you like them and can set up a pattern of expectation. However, excessive praise
may develop dependence on outside approval. Praise uses “You Messages” such as, “You’re the
best little girl in the whole world! You cleaned your room!”

On the other hand, positive feedback helps children focus on the effort they put in to reach the
goal – it reminds them that they can do it! It helps a child feel like they belong, that they are
capable and appreciated. It develops a child’s confidence in his or her abilities by using effort
messages such as, “Your room looks great. You worked really hard to get all of your toys put away
where they belong.”

Also note that giving feedback is not the same as a bribe. Bribes say “IF you do this, then you will
get this.” Feedback says, “I noticed you did this….you are a competent person!”
From: Lehman, K. (2001). Bringing Up Kids Without Tearing Them Down
Quality feedback is authentic

If you don’t mean it, don’t say it! Tone of voice, facial expressions, being down on a child’s eye
level and the timeliness of when the feedback is delivered are all variables that affect the spirit in
which feedback is accepted. Give feedback for appropriate behaviors that truly happened so it
doesn’t feel phony.

Our enthusiasm when we deliver feedback conveys to young children that we are paying
attention to them, that their behavior matters to us, and that we celebrate their
accomplishments. Think of the number of times you have heard a young child say, “Teacher, I did
it!!!” It makes us smile just remembering the enthusiasm of young children when they have
mastered a new skill or tried something that they have never done before.
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NC Early Learning Network, a joint project of NC-DPI and UNC-FPG, 2014
Module 7: Directions and Feedback

When offering choices make sure the choices are authentic and will allow children to make
decisions about their own actions. Avoid offering choices to manipulate the child into making
appropriate choices. Adults need to be prepared to follow through with the child’s decision.
(Meece & Soderman, 2010).

Feedback should never be used as a mechanism for soliciting other children into compliance. For
example, stating, “I like the way Henry is sitting” should not be used as a way to encourage other
children to sit in a similar fashion. Doing so is unfair to other students who are already acting
appropriately and only serves to undermine teacher/student relationships.

Giving nonverbal feedback/acknowledgment or signs of appreciation is an important strategy
that we often overlook. Providing children with “warm fuzzies” might include hugs, high fives,
winks, and thumbs-ups.
Quality feedback is contingent

Responses should be contingent on the behavior demonstrated. It is given for a reason!
Constantly saying “good job” isn’t effective. So when you observe Patrick washing his hands
before lunch, you can give him positive feedback with a thumbs-up and verbally describing what
he did. This feedback helps children know exactly what the behavior is that you would like to see
repeated.

Children need to be encouraged for their efforts as well as their successes. For example, Maggie,
a child with special needs in your classroom, who really struggles with self-help skills, would be
encouraged to try and put her shoes on, even if it means just getting her toes inside the shoes.

The child’s current understanding should be the basis for hints and assistance provided by the
teacher to allow the child to be successful in completing a task. For example, the child may be
struggling to open a cereal container and the teacher asks questions such as, “I wonder what
would happen if you held the container with one hand here.” This task may require several back
and forth exchanges with the teacher adjusting her feedback as the child progresses.

Feedback and encouragement should be individualized for each child. For example, some
children may not feel comfortable being encouraged in front of a group while others may really
like to be encouraged in front of a group of peers. We have to look at the individual preferences
of children. There also may be cultural variations on what is typical and/or acceptable. For
example, a child raised in a culture more oriented toward the group than the individual may not
experience individual praise often. It is important to talk with families to ensure we understand
these cultural differences.
Quality feedback is descriptive

Descriptive feedback not only reinforces the behavior but it also explains why it is important. For
example, saying , “Thank you for pushing in your chair” is descriptive but saying, “Thank you for
pushing in your chair; it keeps everyone safe” helps the child internalize why following directions
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Effective Teacher Practices Supporting
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NC Early Learning Network, a joint project of NC-DPI and UNC-FPG, 2014
Module 7: Directions and Feedback
is necessary. Descriptive feedback provides clarification after a student gives a partially correct
or incorrect response. The feedback is individualized for the student and specific to the learning
context. For example, when students are planting flowers during a small group activity and the
teacher notices that one student pours too much water in the pot. She might say, “You put a lot
of water in there. When you put too much water in the pot, the soil is too wet and the seed
cannot grow very well. Let’s try it again with a little less water so the seed can grow to be a
plant.”

Descriptive feedback provides a means for the teacher to draw the child into conversations
regarding their work and help them reflect on progress. For example, the teacher might say,
“You wrote all the letters in your name! Let’s look back at how you wrote your name at the
beginning of the year. Do you notice any improvements?”

Descriptive feedback gives clear messages about teacher expectations and the basis for success.
For example, “That’s right. When you sound out ‘c’ ‘a’‘t’, you get the word ‘cat.’ ”
Reflection questions
1. Describe the difference between evaluative feedback and descriptive feedback. How might each
type of feedback affect motivation of children in the classroom? How might it impact their sense
of self? Consider whether the feedback you give is primarily evaluative or descriptive. Do you
need to make changes in order for you feedback to be more descriptive? Why are these changes
important for the children in your classroom?
2. Describe the type of feedback you currently use in your classroom. Is it authentic, contingent and
descriptive? What changes to you need to make to improve the quality of the feedback you are
giving children in your classroom?
3. Think of a scenario in your classroom in which you need to provide feedback in order to increase
engagement. Write out three examples of feedback you could provide in that situation. Share
these statements with another teacher and discuss whether the statements are authentic,
contingent, and descriptive.
References
Ames, C. (1992). Classrooms: Goals, structure and student motivation. Journal of Educational
Psychology, 84(3), pp. 261-271.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), pp. 81112.
Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Thousand Oaks, CA:
Corwin Press.
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Effective Teacher Practices Supporting
High Quality Supportive Environments and Nurturing & Responsive Relationships
NC Early Learning Network, a joint project of NC-DPI and UNC-FPG, 2014
Module 7: Directions and Feedback
Iowa State University Department of Human Development & Family Studies. (2013). Train-Coach-Train.
Retrieved from https://iastate.app.box.com/s/9rg5sxh5mfh43da7e05k
Kostelnik, M. J., Whiren, A. K., Soderman, A. K. & Gregory, K. (2009). Guiding children’s social
development: Theory to practice (6th Ed.) Clifton Park, NY: Thomas-Delmar.
Lehman, K. (2001). Bringing Up Kids Without Tearing Them Down. Nashville, TN: Thomas Nelson.
Meece, D. & Soderman, A. (2010). Positive verbal environments: Setting the stage for young children’s
social development. Young Children, 65(5), pp. 81-86.
Narciss, S., & Huth, K. (2004). How to design informative tutoring feedback for multimedia learning. In H.
M. Niegemann, D. Leutner, & R. Brunken (Ed.), Instructional design for multimedia learning (pp.
181–195). Munster, New York:
National Research Council. (2001b). Knowing what students know: The science and design of educational
assessment. Committee on the Foundations of Assessment. J. Pellegrino, N. Chudowsky, and R.
Glaser (Eds.). Board on Testing and Assessment. Center for Education. Division of Behavioral and
Social Sciences and Education. Washington, DC: National Academy Press.
Pollard, A. (1990). Towards a sociology of learning in primary school. British Journal of Sociology
Education, 11(3), pp. 241-256.
Tunstall, P. & Gipps, C. (1996). Teacher Feedback to Young Children in Formative Assessment: A
Typology. British Educational Research Journal, 22(4), pp. 389-404.
Waxmann. Timm, M. & Doubet, S. (2007). Acknowledging Children’s Positive Behavior. Retrieved from
http://csefel.vanderbilt.edu/briefs/wwb_22.pdf.
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Effective Teacher Practices Supporting
High Quality Supportive Environments and Nurturing & Responsive Relationships
NC Early Learning Network, a joint project of NC-DPI and UNC-FPG, 2014