NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1002446
Record Type: Journal
Publication Date: 2012-Sep
Pages: 4
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0013-1784
Keeping the Destination in Mind
Lalor, Angela Di Michele
Educational Leadership, v70 n1 p75-78 Sep 2012
The feedback process in school--and its effect on learners--resembles a global positioning system (GPS). When students receive clear, high-quality feedback that is tied to learning targets, student learning moves forward. When they are deprived of feedback or given feedback that is barely connected to learning targets, students get frustrated, lose sight of goals, and take many detours before they arrive at the desired learning. Assessment expert Susan Brookhart recommends that to keep students on track, feedback should: (1) Connect to clear learning targets that teachers have shared with students; (2) Begin with the strengths in the student work under discussion; (3) Discuss questions or concerns about the work; (4) Provide direction on how to address these questions and concerns; (5) Be individualized to each student; (6) Be delivered in student-accessible language and forms; and (7) Arrive when learners can still use it. This article examines these practices in action and considers how opportunities are squandered when teachers forget to use them. As the author will show in several examples, one of the best procedures teachers can use for feedback is to break it down into three chunks: strengths, questions and concerns, and next steps. (Contains 1 endnote.)
ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A