Regarding “Feedback” paper by Hattie (as based on Sutton et al., 2011)
Gaps in what Hattie discusses:
- There were positive reminders such as sizeable amounts of feedback that is descriptive and provides direction. The collective v. individualistic cultures was an interesting revisit that I enjoyed.
- Some gaps were evident. Collective and individualistic cultures can occur at the micro-level as well–the cohort or classroom. This is determined by the type of culture (focus) that the school and teachers perpetuate. This aspect also coincides with the importance of teacher conversation and how they correct actions and create the environment for risk-taking. The lack of discussion on collaboratively creating criterion for assessments, the use of exemplars and performance standards was surprisingly absent. Using the criterion-based rubrics for initial feedback, and for developing specific feedback comments would have added to the paper. The age and level of the students would be of interest (primary v. graduates). Teachers explaining the gaps that they possess and some of their vulnerability would have been an extension I would have enjoyed.
- To improve effective feedback to students I would offer consideration of (a) quick turn-around on feedback/assignments, (b) use of criterion-based rubrics, (c) using “to improve . . .” statements, (d) directing students to further exemplars that address the gaps that were evident, and (e) ensuring that potentially disconcerting feedback (as with some graduate students I supervise) is done privately and with compassion.