Chapter 5: Providing Feedback That Moves Learning Forward

Which of these statements supports the idea that positive teacher-student relationships increase the effectiveness of feedback?

• When teachers know their students they are able to judge when to push a student harder or when to back off.

• Students who trust their teachers are more likely to use feedback to improve the quality of their work.

• Students who receive consistent praise related to their ability are more motivated to improve their learning.

• Students who believe that their teacher are providing similar feedback to their peers are more likely to accept the feedback.

What can be said about feedback that is part of a system?

• Feedback should focus on telling the students what they are doing right rather than what they are doing wrong.

• Teachers should not give feedback unless they build in time for students to respond to the feedback.

• Tasks should be designed with feedback in mind.

• Teachers should spend more time providing feedback than students do on using the feedback.

• Detailed feedback should not be given on everything that students do.

If teacher feedback is too specific, then.....

• students will improve their general performance in a content area.

• students will improve their ability to do a particular task.

Feedback should be linked to the learning intentions and success criteria.

• True

• False

Which feedback technique asks students to locate a set number of incorrect answers in their work and correct them?

• Find It and Fix It

• Margin Marks

• Highlighting

• Buddy Up

Which feedback techniques can teachers use to move learning forward?

• Providing comments instead of grades on student work

• Giving ego-involving feedback rather than task-involving feedback

• Praising students for effort rather than ability

• Giving class time for students to respond to feedback