Student-led-students can provide their own feedback and give feedback to peers by providing time for students to reflect on their own performance and exchange feedback with peers. This can help students become lifelong learners. The purpose of feedback is to clarify for one another what is correct and incorrect about their responses. Students should not give one another grades or scores but act as reviewers.
Balanced- feedback should help students understand what is correct and what specifically is incorrect. It should contain information on how close the student has come to meeting the criterion and what the student needs to do to get to the next level.
Timely – the timing of feedback depends on the nature of the task and whether students are performing high or low. When students are involved in a difficult task, feedback should be delayed. When students use feedback to complete a task immediate feedback helps them make connections between what they do and their results. Delaying feedback encourages the development of cognitive and metacognitive processes, but may cause frustration for other students. It is best to delay feedback on concepts and to provide immediate feedback on skills.
Teacher-led- feedback can be provided in the form of discussion, questions, examples and prompts or as information about the correct answer. Teachers can provide feedback by asking students to keep track of their performance as learning occurs over the unit or course. Students will be more successful if you model the feedback giving process.
Specific- provide feedback that is specific about what the student did correctly and incorrectly. Make that feedback clear. Effective feedback provides information about how close the student was to meeting the criterion and details about what they need to do to obtain the next level.
Uses criterion or rubric-feedback should address what students are supposed to learn and provide information that helps them know what needs to be done and improve their skills. Effective feedback provides information on how close the student was to meeting the criterion and details about what they need to do to obtain the next level. Feedback should not be personal but should address the task and provide specific guidance for improvement. A rubric is a scoring guide that describes levels of performance for a particular skill or concept.
Allow for follow-up- feedback should direct the student to what they need to do to obtain the next level of understanding or performance. When feedback is done in a timely manner it allows teachers to follow-up with students and track their progress.