Less is More when it comes to Effective Feedback

 

 

 

 

 

 

In order to promote the personal and academic advancement of our students we give feedback. Thankfully there is much research on the complexities of this important aspect of teaching and learning and one very important idea that I hold to be significant is that less (feedback) is more (effective).

Susan Brookhart, author of the book, “How to give Effective Feedback to Your Students” and quoted in this article;

Why Giving Effective Feedback Is Trickier Than It Seems

Recommends using small amounts of targeted feedback that the person can easily digest and quickly apply, rather than overloading them with too many, albeit useful tips, that may overwhelm and be too much for them to action.

I think it’s also important that the positives shared at the start of the feedback chat we have with the student, are not overwhelmed in substance or number by the suggestions for improvement. For each extra recommendation will surely eat away any sense of achievement earlier gained, and may leave the student feeling rather burdened with a sense of hopelessness.

Feedback needs to be for improvement, not for depression and thus should be limited and constructive with time given for further practice.

 

 

1 thought on “Less is More when it comes to Effective Feedback”

  1. Hi Lisa. As I read your post today, I was reminded of how very important it is to keep feedback in face to face conferences as well as written commentary, simple and to the point. Less is more. Quality over quantity. Your thoughts also reminded me to keep my Exhibition check in meetings with each student as brief as possible–set the timer for 3 minutes! As I look through their online folders in Drive as well as their binders (journals) beforehand, I should emphasize one area of strength to encourage continued best practice. Thanks!

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