{"id":3964,"date":"2015-03-26T14:30:34","date_gmt":"2015-03-26T14:30:34","guid":{"rendered":"http:\/\/elireview.com\/?p=3964"},"modified":"2016-06-23T19:27:14","modified_gmt":"2016-06-23T19:27:14","slug":"feedback-challenges","status":"publish","type":"post","link":"https:\/\/elireview.com\/2015\/03\/26\/feedback-challenges\/","title":{"rendered":"Around the Web: The Challenges of Feedback"},"content":{"rendered":"

Maryellen Weimer, professor emerita at Penn State and editor of The Teaching Professor blog, recently published a blog post<\/a> tackling\u00a0why feedback is such a challenge to provide and to act on. She begins this way:<\/p>\n

Sometimes feedback leads to better performance, but not all the time and not as often as teachers would like, given the time and effort they devote to providing students feedback. It\u2019s easy to blame students who seem interested only in the grade\u2014do they even read the feedback? Most report that they do, but even those who pay attention to it don\u2019t seem able to act on it\u2014they make the same errors in subsequent assignments. Why is that?<\/p><\/blockquote>\n

This is true for nearly every teacher\u2019s experience, and it is exponentially true for our experience with the teachers and students who use Eli Review.<\/p>\n

Let’s focus\u00a0on this statement from Weimer\u2019s piece:<\/p>\n

Because they evaluate student work so regularly, teachers bring to the task a working knowledge of these concepts. Unfortunately, they provide feedback assuming students have the same knowledge, which Sadler contends they do not.<\/p><\/blockquote>\n

This is consistent with the larger research and often cited as a reason why peer feedback can sometimes be more effective. Peers have the same working knowledge and so leverage a shared language (and knowledge) that sometimes has impact.<\/p>\n

The remainder of the piece offers good advice to teachers for providing more effective feedback to their students. It’s important to note\u00a0the care with which teachers need to think through how they respond to students\u2014making that response *feedback* and not a form of response disconnected from learning goals.<\/p>\n

The same care needs to be taken when framing peer feedback for students. Both teacher and peer feedback are key components of good pedagogy<\/a>\u00a0and\u00a0care must be taken while\u00a0constructing effective\u00a0feedback prompts<\/a>.<\/p>\n

Original Post:<\/strong> Why Doesn\u2019t Teacher Feedback Improve Student Performance?<\/a><\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Maryellen Weimer, professor emerita at Penn State and editor of The Teaching Professor blog, recently published a blog post tackling\u00a0why feedback is such a challenge to provide and to act […]<\/p>\n","protected":false},"author":3,"featured_media":3965,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":[],"categories":[34],"tags":[],"_links":{"self":[{"href":"https:\/\/elireview.com\/wp-json\/wp\/v2\/posts\/3964"}],"collection":[{"href":"https:\/\/elireview.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/elireview.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/elireview.com\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/elireview.com\/wp-json\/wp\/v2\/comments?post=3964"}],"version-history":[{"count":0,"href":"https:\/\/elireview.com\/wp-json\/wp\/v2\/posts\/3964\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/elireview.com\/wp-json\/wp\/v2\/media\/3965"}],"wp:attachment":[{"href":"https:\/\/elireview.com\/wp-json\/wp\/v2\/media?parent=3964"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/elireview.com\/wp-json\/wp\/v2\/categories?post=3964"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/elireview.com\/wp-json\/wp\/v2\/tags?post=3964"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}