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Content: 1. Combine feedback and instruction
Effective feedback follows instruction. When student work does not demonstrate at least partial understanding of a concept or process, feedback is not usually effective and the problems are best addressed through further teaching. Hattie & Timperley state that: A simple clue that a student’s work is not ready for feedback is that you can’t find any legitimate success feedback to offer. When the work doesn’t demonstrate any understanding, don’t give feedback - reteach instead. To combine feedback and instruction, teachers should: select and sequence the learning experiences (instruction) and integrate with opportunities to gather information about the learning (assessment)
intentionally design assessments to occur at ‘checkpoints’ (that is, critical points during the learning where teachers and students engage in assessment to determine who is learning and who needs additional or alternative instruction prior to moving forward with the learning)
provide opportunities for feedback from the teacher, from peers, and from themselves (through self-assessment)
encourage students to use the feedback to take further action to learn and improve. Recording patterns of behaviour
Fisher and Frey believe teachers should identify patterns in student errors so they can target instruction or intervention on specific areas of student need. They suggest keeping a table to record student error patterns.