What’s Your Feedback IQ? Take The Quiz!By Jennifer Davis Bowman Ed.D.
As educators, much of our time is spent assessing student needs. Before we can truly help our students, an understanding of As educators, much of our time is spent assessing student needs. Before we can truly help our students, an understanding of our own learning is key. Thus, near the end of each month, I will offer one short educator quiz to help shed light on where we are and where we wish to go…
(If you have topics or research that you would like to include for a future quiz, please email me firstname.lastname@example.org If your material is selected, I will include your name and appropriate information with the quiz.)
Are you ready to find your Feedback IQ? You may take the brief quiz below by answering yes or no to the 5 questions listed.
1. Would you say that the feedback examples below impact students in the same way?
feedback example a: “This is not clear, reword it.”
feedback example b: “I get a sense of what you want to say, yet the language could be clearer.”
2. Do you believe you hold a single role when responding to your student’s work?
3. Do you see feedback as a fixed state?
4. Do you tell students what to do in order to improve?
5. Do you avoid words such as “maybe”, “perhaps”, and “might” when giving feedback?
Spoiler Alert: Exploring Your Results
This quiz was developed in response to a research article titled “Feedback on Feedback” by Maria Ornella Treglia. If you answered “no” to most of the questions, your feedback style is closely related to the material reported from the research article. If you answered more question with “yes” than “no”, take a look at the answer explanations below. Also, you may find the listed resources useful as you continue to explore your feedback style.
1. How the feedback is delivered/communicated impacts how students respond. Example b would be perceived as more positive than example a and thus feedback b would motivate the student to improve.
2. A teacher holds multiple roles such as proofreader, editor, reviewer, diagnostician, etc. in the feedback process
3. It is a process. It is truly a “negotiation” process between teacher and student.
4. Teachers should use feedback to encourage independence in students. Teachers must encourage students to think on their own and make improvement choices on their own.
5. These words help students see that they have a choice in the feedback process. These words encourage students to become decision-makers based on the comments provided about their work.
For more information on offering effective feedback to students, please see the following resources:
1. Treglia, M.O. (2008). Feedback on feedback: Exploring student responses to teachers’ written commentary. Journal of Basic Writing, 27(1), 105-137.