of students believe that teacher feedback is “very” or “extremely important,” but they face challenges in receiving it and using it.
Of students surveyed do not use a large amount of feedback left on their work.
Encountered barriers to using and understanding feedback.
Actually prefer feedback that challenges them to think harder about a task.
Suggestions for improvement
Specific and detailed feedback
Of students believe they do not receive feedback in time to improve their work.
Are “very” or “extremely” likely to use feedback if they receive it during the task or immediately thereafter.
Connect feedback to assignment goals.
Give suggestions and examples.
Be specific and prioritize.
Use clear and concise language.
Be as timely as possible.
Encourage students to think critically, with effective feedback on their use of content and the substance of their writing.