Students should be provided with evidence-based feedback that causes thinking, is linked to the intended instructional outcomes and criteria for success, and has the potential to improve the quality of the work. This dimension focuses on the teacher’s role in providing focused feedback to individual students or small groups of students on a specific piece of work. Research suggests that student learning improves when students are provided with descriptive feedback that is connected to clear targets, descriptive feedback that provides guidance on how to improve work, and time to act on the feedback.
The Descriptive Feedback dimension is specific to more formal feedback that tends to be given to individual students on a specific piece of work, either in written form or orally (e.g., during student-teacher conferences) by the teacher.
Download the full PDF of the Dimension VI Descriptive Feedback rubric or preview the images below.
Links We Like: (more to come!)
- Dylan Williams- Feedback
- Descriptive Feedback
- Making Feedback Meaningful
- How-to Give Feedback to Students the Right Way
- Effective feedback animation (AITSL)
- Assess: Descriptive Feedback
- Teacher provides feedback to students
- Effective Feedback (Ms. Leard)
- The Critical Role of Feedback
- Types of feedback
- Effective feedback
- 20 Ways To Provide Effective Feedback For Learning
- Seven Keys to Effective Feedback
- Effective Feedback in the Classroom
- 5 Research-Based Tips for Providing Students with Meaningful Feedback
- How to give effective feedback to your students
- 13 Concrete Examples Of Better Feedback For Learning
- Providing feedback for student learning