In a recent review of the power of feedback reported by Hattie and Timperley (2007), four
separate foci for classroom feedback were presented. Three of the four types of feedback
highlighted relate to providing feedback at the instructional level connected to learning and skill
development. The fourth involves providing feedback about the student as a person. They noted
that personal feedback such as “good girl” or “great effort” typically expresses positive
evaluations and feelings about the student but contains little task-related information. This type
of feedback is rarely converted into increased engagement, commitment to learning, enhanced
self-perceptions or deeper understanding about the task. General praise addressed to students is
unlikely to be effective for learning or for overall development of the self. Finally, Hattie and
Timperley (2007, p.100) noted the overall observation, “it is difficult to document the frequency
of feedback in the classrooms, except to note that it is low”.
In a recent review of the power of feedback reported by Hattie and Timperley (2007), four
separate foci for classroom feedback were presented. Three of the four types of feedback
highlighted relate to providing feedback at the instructional level connected to learning and skill
development. The fourth involves providing feedback about the student as a person. They noted
that personal feedback such as “good girl” or “great effort” typically expresses positive
evaluations and feelings about the student but contains little task-related information. This type
of feedback is rarely converted into increased engagement, commitment to learning, enhanced
self-perceptions or deeper understanding about the task. General praise addressed to students is
unlikely to be effective for learning or for overall development of the self. Finally, Hattie and
Timperley (2007, p.100) noted the overall observation, “it is difficult to document the frequency
of feedback in the classrooms, except to note that it is low”.
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