Feedback is essential for learning. A number of rules are important when giving effective feedback. Feedback helps students to learn: it helps them store information better in long-term memory. There are three types of feedback (Kirschner, et al., 2018): • Corrective: this is right/wrong • Directive: this needs to be improved • Epistemic: this is right/wrong, but why is that so? Epistemic feedback is generally the most effective: it makes students think about the feedback. Additionally, there are these insights: • Feedback is most effective when it is concrete, manageable, objective, task-oriented, and easy to understand (Hattie, 2012). • More feedback is not always good! It is important that feedback is necessary: let students think for themselves as well. • Feedback can be given at different levels (see below). The most sustainable feedback is at the process and self-regulation level (Voerman and Faber, 2016) because it is transferable to other contexts (assignments, tests, etc).
Lucassen, M. (2020, 7 januari). Feedback in de klas: 5 tips! Geraadpleegd van: https://www.vernieuwenderwijs.nl/feedback-in-de-klas/
Sluijsmans, D. (2020, 7 januari). Neem formatief niet te snel voor lief: tien lessen van Dylan Wiliam (5 t/m 7). Geraagdpleegd van: http://toetsrevolutie.nl/?p=490
Fletcher-Wood, H, (2020, 7 januari). The evidence on feedback: a decision tree. Geraadpleegd van: https://improvingteaching.co.uk/2017/10/22/the-evidence-on-feedback-a-decision-tree/
Bekkering, H. & Helden, J van der. (2015). De lerende mens. Meppel, Nederland: Boom Uitgevers.
Sluijsmans, D. & Segers, M. (2018). Toetsrevolutie: Naar een feedbackcultuur in het hoger onderwijs. Culemborg, Nederland: Uitgeverij Phronese
