The document discusses effective formative feedback and its principles. It presents a model of formative assessment where students engage in self-assessment, set goals, and receive external feedback from teachers, peers, and employers to close gaps between current and desired performance. It then lists seven principles of good feedback practice, including facilitating self-assessment, encouraging dialogue, clarifying expectations, and providing information to help students and teachers. The case study describes a program where students can submit drafts for feedback at any stage to improve their work before assessment. Factors that help the program are an ideology of improving learning, willing students, and students who see feedback as essential to their success.

1. Effective formative
feedback
Edgar Sánchez Linares

2. Model of the Formative
Assesment and Feedback
STUDENT
Monitoring Gaps
(Self-assesment)
Student
goals
Tactics &
Strategies
Learning
Outcomes
Performance
External Feedback
(teachers/peers/employers)
Paths of internal feedback
Dialogue
Domain
Knowledge
Strategy
Knowledge
Motivational
Beliefs
External Processes
Teacher
set task
(goals/cri
teria)
Processes Internal to Student

3. Seven principles of good
feedback practice
1
Facilitates the
development
of self-
assesment
(reflection)in
learning
2
Encourages
teacher and
peer dialogue
around
learning
3
Helps clarify
what good
performance
is
(goals, criteria, st
andars
expected)
4
Provides
opportunities to
close the gap
between
current and
desired
performance
5
Delivers high
quality
information to
students about
their learning
6
Encourages
positive
motivational
beliefs and
self-esteem
7
Provides
information to
teachers that
can be used
to help shape
the teaching

4. Case study 8
Work to win:
formative feedback on demand
Abstract
Students are given the opportunity to submit and receive formative
feedback on draft pieces of coursework at any stage in the learning
process, giving them timely advice that they can act upon, learn
from, and resubmit before summative assessment
Context
Effort is essential in achieving academic goals. Short quizzes helps
students get to grips with the subject. They ask for inmediate feedback in
order to learn and act on.
Metadata
University of Abertay Dundee. Semester 1,1998. Based around 60 students.

5. Case study 8
Work to win:
formative feedback on demand
Rationale
The educational success comes largely from effort and not some “secret”
intelligence.
The issue is how to ensure the minimum effort required was put in. Most
effort is generated where the reward is highest, so using assessment is a
good starting point.
Implementation
Students can get detailed feedback more meaningful than just “ok”.
They can get a fully marked draft or drafts and they get drip-fed
information, pushing them further each time.
The proviso is that feedback will, at each attempt, aim to improve the
work by around two grade points.

6. Case study 8
Factors that help the practice to work
Factors that help the practice to work
• The ideology to improve student learning
• Students willing to “buy into” the system
• Students who see this as essential to their success – they are usually
those who are setting high personal standards, regardelss of where
their performance in the class typically appears to sit
Point of advice
• Requires a genuine belief that all students really want to learn
• Students should really like the opportunities