Harry Wong
Dec 2017
Vol 14 No 4

What’s Your Feedback IQ? Take The Quiz!

By Jennifer Davis Bowman Ed.D.

Poll question markAs 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  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.

Answer Explanations

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. 

2.  Student Voices:  What we Need

3.  Good Feedback Equals Active Learning

About the author
Dr. Jennifer Davis Bowman serves as an adjunct professor for education and psychology courses in Ohio. To connect with her visit her blog or follow her on Pinterest.



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This entry was posted on Sunday, March 1st, 2015 and is filed under *ISSUES, Jennifer Davis Bowman Ed.D., March 2015. You can follow any responses to this entry through the RSS 2.0 feed. Both comments and pings are currently closed.
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