This document discusses effective formative feedback in the classroom. It defines formative feedback as information communicated to students intended to modify their thinking or behavior to improve learning. The document outlines different types of feedback strategies related to timing, amount, mode, and audience. It emphasizes that feedback should be given immediately while students are still focused on the topic or assignment to help them apply the feedback to their learning.

1. Effective
Feedback in
your Classroom
Definitions and Overview

2. “It is not the
horse that
draws the
cart, but the
oats.”
−Russian
proverb

3. Formative Feedback is. . .
 “Formative feedback represents
information communicated to the learner
that is intended to modify the learner’s
thinking or behavior for the purpose of
improving learning”(Shute).

4. Types of Feedback and Their
Purposes
 Feedback strategies:
 Timing
 Amount
 Mode
 Audience

5. Timing
The purpose of giving
immediate or only slightly
delayed feedback is to help
students hear it and use it.
Feedback needs to come
while students are still mindful of
the topic, assignment, or
performance in question.

6. Timing
It needs to come while they still
think of the learning goal as a
learning goal. . . Something
that they are still striving for, not
something they already did.

7. Works Cited
Shute, Valerie J. “Focus on Formative Feedback.” Educational Testing Service Website. Princeton:
Educational Testing Service, March 2007.Web. www.ets.org. 20 May 2013.