Why don’t students use feedback? Sue Brookhart writes that if students don’t know how to use feedback, or don’t understand the learning goal they’re applying it to, they’re likely to see feedback as evaluative rather than informative. Like a final grade, feedback under these circumstances marks an end to learning, not an opportunity to extend. How do you avoid feedback that frustrates and fizzles? What are the conditions before, during, and after giving feedback that propel students to improve their work? What’s your criteria for useful feedback and what are your strategies for managing a consistent feedback loop?
ASCD Express is looking for 600–1,000-word essays or brief multimedia content on the theme “Feedback That Fuels Learning.” Guidelines for submissions are here; please send your submissions to firstname.lastname@example.org by November 15.