The first finding [is] regarding feedback. Butler examined 3 types of feedback: scores alone, comments alone, and scores with comments. Her study showed that scores alone made students either complacent or unmotivated depending on how well they did. Scores with comments were just as ineffective in that students focused entirely on the score and ignored the comments. Surprisingly, it was the students who received comments alone that demonstrated the most improvement. The second finding comes from John Hattie (2012) whose synthesis of 800 meta-studies showed that student self-assessment/self-grading topped the list of educational interventions with the highest effect size.”
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Every week I send out articles I encounter from around the web. Subject matter ranges from hard knowledge about teaching to research about creativity and cognitive science to stories from other industries that, by analogy, inform what we do as educators. This breadth helps us see our work in new ways.
Readers include teachers, school leaders, university overseers, conference organizers, think tank workers, startup founders, nonprofit leaders, and people who are simply interested in what’s happening in education. They say it helps them keep tabs on what matters most in the conversation surrounding schools, teaching, learning, and more.
– Peter Nilsson