Instructional Feedback
The Power, the Promise, the Practice
- Jeffrey K. Smith - University of Otago, Dunedin, New Zealand, Rutgers University, USA
- Anastasiya A. Lipnevich - Queens College, City University of New York, USA
- Thomas R. Guskey - University of Kentucky, Lexington, KY, USA
Foreword by Rick Stiggins
Implement evidence-based feedback practices that move learners forward
Feedback is essential to successful instruction and improved student performance, but learners often dread and dismiss feedback, and its effectiveness can vary. Thus, sharing intentions, clarifying success criteria, knowing what type of feedback to provide and when, and activating students as owners of their learning are essential feedback functions.
Instructional Feedback presents a comprehensive summary of the most recent research on instructional feedback and describes its successful implementation. With a focus on evidence-based approaches adapted to specific contexts, the authors use common classroom situations to demystify feedback and place it within a broad instructional context, along with definitions, characteristics, and precautions about its effect on students’ emotions and behaviors. Inside you’ll find:
- Coverage of all grades and concentrations, including math, language arts, music, art, and science
- Peer feedback, self-assessment, and subject-specific nuances
- Student and teacher examples of feedback and suggestions for improvement
Engaging and concise, Instructional Feedback discusses why feedback is so powerful, how it is promising, and what it looks like in practice.