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Showing posts from July, 2019

Feedback Literacy in Three Measures: A Rubric for the Feedback Literate Classroom

Starting this fall, my 7th, 8th, and 10th grade English students will use the following rubric to help guide their interactions with feedback. The descriptions on this rubric stem from both our Floop-teachers’ experiences in the classroom and also UK-based feedback expert, Dr. Naomi Winstone’s research findings.

What excites me about this rubric is that the complex task of the feedback process has been simplified into three distinct moments for discussion and reflection. They are: seeking feedback, making sense of feedback, and using feedback to learn.

My plan is to assess just one assignment according to this rubric at the beginning, middle, and end of the year. For other assignments, students will self-assess and share their findings. The rubric can be our starting point for class discussions on feedback and 1:1 conferences.

Note the importance of having clear work-in-progress assignments so students can show evidence of feedback literacy in this way.

My work-in-progress assignme…

Research Digest: What Does Science Have to Say About Feedback?

Using Red Font Influences the Emotional Perception of Critical Performance Feedback  Bertrams, Alex Althaus, Lea Boss, Tina Furrer, Patricia Jegher, Ladina C. Soszynska, Paulina Tschumi, Vinzenz (2019)
The participants’ subsequent evaluation of the feedback revealed that using red in the feedback caused the feedback to be perceived as relatively less emotionally positive. 
Using a red font indirectly had an adverse effect on the cognitive feedback perception, mediated via the emotional feedback perception.Big Take-Away: Be cautious with that red pen when giving feedback!