Dimension VI: Descriptive Feedback

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.

Dimensions yes No (5)

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