FEEDBACK IN PRACTICE
Types of Feedback
Evaluative Feedback, (e.g., percentage marks, letter grades) and frequent evaluation can have a negative impact on learning and motivation (Tunstall & Gipps, 1996, Black & Wiliam, 1998). Even praise, when focused on characteristics of the learner rather than on the characteristics of the work, can have the opposite of the intended effect (Dweck, 2007).
- Tells learners how they compare to others
- Provides a judgment summarizing the quality of the learning
- Assigns a grade or a quantitative score to the work
Descriptive Feedback helps students to learn by providing information about their current achievement (Where am I now?) with respect to a goal (Where am I going?) and identifying appropriate next steps (How can I close the gap?) (Stiggins, Arter, Chappuis & Chappuis, 2004, Sadler, 1989). Depending on the nature and delivery of the feedback, it can have powerful positive effects on student learning and engagement.
- Provides specific information in the form of written comments or conversations
- Helps the learner understand what he or she needs to do to improve
- Is a crucial part of formative assessment
Descriptive feedback is formative, can be verbal or written. Evaluative feedback is summative, a grade. These two types of feedback are applicable to all students (ELL, SpEd, K-12).
Determine whether the feedback statements below are examples of DESCRIPTIVE or EVALUATIVE feedback.