Providing direct feedback to students about the “correctness” of a task is (or at least should be) second nature to most teachers. In some cases, feedback should be worded in such a way as to encourage a student that appears to understand the task to be performed, has not yet complete the task. I was surprised in reading Hattie’s recommendations as to the levels of effectiveness when student feedback is properly delivered. As well, the concept of assessment as means of informing students of their current state is a good distinction to keep in mind.
Understanding and adapting to cultural variation in feedback is one way an instructor can provide feedback that is more effective. Another area to effect improvement concerns the situation where students receive feedback on initially incorrect answers – student performance improves dramatically after receiving feedback. As well, correcting constructive verbal feedback from peers is another way to provide effective student feedback.