Skip to main content

Teacher + Peer Feedback = The Feedback Tool of Your Dreams!

All educators know: Feedback is the most impactful driver of students’ learning progress (Evidence for Learning), but effective feedback “must be timely, relevant, and action-oriented” (Hattie and Timperley).

As three different teachers in Seattle, we struggled to give our students the feedback they needed, when they needed it. We decided to take this problem into our own hands.

Melanie started Floop, a tool that helps teachers give students meaningful feedback, faster.

Elizabeth and Christine started Flash Feedback, a tool that enables rapid, scaffolded peer feedback.

When we met, we realized we were solving the same problem. Plus, as teachers, we wanted to use each others’ solutions. So, we decided join forces and build the feedback tool of your dreams!

Starting in fall 2018, you’ll be able to sign up for Floop and Flash Feedback. The combined tool has the best of both worlds: fast, spot-annotated teacher feedback and scaffolded, anonymous peer feedback.

Want to shape our product AND try it out for free? Sign up for our three-month pilot. Details about each product and your options for signing up are below.

Floop enables personalized, spot-annotated teacher feedback

Floop is a web and mobile platform that enables teachers to provide fast, personalized feedback.

Teachers view student work on Floop, add comments at specific locations, and drag and drop repeated comments. Students instantly view feedback, respond, and revise their work, completing the loop and promoting dialogue. Floop also uncovers insights about student understanding and misconceptions, giving teachers, students, and schools actionable data.

Teachers using Floop report they give feedback in ⅓ of the time compared to their traditional methods. Nolan, a high school STEM teacher, says, “The biggest difference Floop makes is the turnaround in feedback. In past years, people make the same mistakes over and over again. This year, I’ve seen students improve a lot more.”

Flash Feedback enables rapid, scaffolded peer feedback

Flash Feedback offers online tools to provide rapid, formative peer feedback.

Teachers choose one specific criterion with which to analyze a work sample, and then start an anonymous peer review session.  Students are guided through a structured evaluation of peers’ work samples and provide evidence, suggestions, and celebrations.  The outcome is real-time data for the teacher, and revision-focused feedback for each student - all in a single class period.

Flash Feedback has been helping students in grades 4-12 get actionable feedback from their peers.  In a survey of 8th grade students, 93% said, “I liked doing the peer review activity,” 93% said, “I revised my work because of the feedback I got,” and 85% said, “The peer review helped me understand the criteria.”

Together, we’re putting fast, powerful feedback in the hands of every student

Floop and Flash Feedback are joining forces! Using research-based best practices, and working hand-in-hand with our teachers and students, we’re making better feedback a reality. We speed up feedback in the classroom, open conversations focused on growth, empower students and teachers to take action from feedback, and help teachers and students make decisions based on evidence.

Sign up now to use Floop and Flash Feedback in your classroom next year

By signing up for Floop and Flash Feedback, you get access to both tools, helping your students get fast teacher AND peer feedback. If you’re interested in shaping our product while trying it for FREE for 3 months, sign up to participate in our official pilot. Act fast - we have only 15 more spaces available.

Alternately, you can sign up for Floop’s mailing list and get an email in August when it’s time to sign up. Any teacher can try Floop and Flash Feedback for 1 month free.

Want to share the good news with other teachers or your principal? Please share this document or email [email protected].

We can’t wait to work with you!


The Floop and Flash Teams


Popular posts from this blog

Part 2 - Tools for an Equitable Feedback System: Engaging with Criteria

This series of posts will cover a variety of bite-sized strategies that can be incorporated into a more holistic feedback system. To learn more about the research behind these approaches, we recommend you first read our white paper.

Part 1 - Feedback is Emotional

For feedback information to be useful, it must communicate:  Where am I going? (What are the goals?)How am I going? (What progress is being made toward the goal?)Where to next? (What activities need to be undertaken to make better progress?) (Hattie & Timperley, 2007).  Supporting students in engaging with the grading criteria helps give context to the feedback to come. In other words, it does the groundwork of helping them determine for themselves, "Where am I going?"

5-Minute Energizers to Activate You and Your Students

We're officially in the grind. I ask my teacher colleagues how they're doing, and the standard response is a sigh: "I'm really looking forward to catching up on grading over the 3-day weekend," "I'm counting down the days until Thanksgiving," "I have 20 letters of recommendation to write."
If we're feeling this way, our students are too! Here are super quick activities to inject energy back into your classroom: Snap, Stomp, Clap (Partners) Each person counts off to 3, i.e. Person A: "1", Person B: "2", Person A: "3", Person B: "1", etc. When everyone gets the hang of it, try it again, but replace 1's with a snap of the fingers (snap, 2, 3, snap, 2, 3, etc.) Do it again, but also replace 3's with a stomp (snap, 2, stomp, snap, 2, stomp, etc.) Do it again, but also replace 2's with a clap (snap, clap, stomp, snap, clap, stomp, etc.) Gift Giving Game (Partners) Person A pantomimes givin…

Floop Team & Dr. Naomi Winstone: What does the research say about feedback best practices?

Over winter break, Floop co-founder Melanie and I had the privilege of talking with prominent feedback researcher Dr. Naomi Winstone. Her research has discovered that feedback interventions all seem to target at least one of four metacognitive skills, described by the SAGE process, and hypothesizes that a holistic approach to developing feedback systems should target all four of the skills: Self-Appraisal: judging one's abilitiesAssessment Literacy: understanding the grading process, standards, and criteriaGoal-Setting & Self-Reflection: being goal-oriented and monitoring progress to meet outcomesEngagement & Motivation: having an attitude of receptiveness to performance information Essentially, for feedback to reach that level of effectiveness that we've heard from experts like Hattie & Timperly, students need to be motivated to engage with feedback and have the feedback literacy skills to use it, and the instructional environment must give them the agency to act …