Hattie, The flow of the lesson, the place of feedback
Hattie, J. (2011), “The flow of the lesson: the place of feedback”, in Visible learning (p. 115-137).
Londen, Routledge.
The three feedback questions:
- 116. Where am I going? (feed up) doel van de les, communiceren met leerling
- 118. How am I going there? (feed back) progress feedback, beginning/starting
point
- Where to next? (feed forward) next challenges – develop more selfregulation
over learning process
117. Challenging goals relate to feedback:
- inform students about desired level of performance
- feedback set further goals
- no challenge little or no value of feedback
118. the four feedback levels: (dingen waar je feedback op zou moeten geven)
1. Task and product level – corrective feedback, goed/fout
2. (119) The process level – enhance deeper learning, improve strategies
3. (120) Self-regulation or conditional level – students’ monitoring own learning
process
a. Plannen, organiseren en evalueren
4. Self level – praise/support, “great student”, often mixed with feedback, easily takes
attention away from the task/topic. Should include information about the task.
(121) Liever praise weglaten bij feedback over het leren. Kan wel individueel
gericht zijn (of op de groep) maar dan algemener, los van een taak.
122. Frequency of feedback
Right moment, right time, right person
Awareness of how feedback is received by students.
123. Types of feedback
- Disconfirmation can be more powerful than confirmation
o Confirmation = related to feedback that confirms a student’s preconceptions
of hypotheses
Pagina 1 van 4
Hattie, J. (2011), “The flow of the lesson: the place of feedback”, in Visible learning (p. 115-137).
Londen, Routledge.
The three feedback questions:
- 116. Where am I going? (feed up) doel van de les, communiceren met leerling
- 118. How am I going there? (feed back) progress feedback, beginning/starting
point
- Where to next? (feed forward) next challenges – develop more selfregulation
over learning process
117. Challenging goals relate to feedback:
- inform students about desired level of performance
- feedback set further goals
- no challenge little or no value of feedback
118. the four feedback levels: (dingen waar je feedback op zou moeten geven)
1. Task and product level – corrective feedback, goed/fout
2. (119) The process level – enhance deeper learning, improve strategies
3. (120) Self-regulation or conditional level – students’ monitoring own learning
process
a. Plannen, organiseren en evalueren
4. Self level – praise/support, “great student”, often mixed with feedback, easily takes
attention away from the task/topic. Should include information about the task.
(121) Liever praise weglaten bij feedback over het leren. Kan wel individueel
gericht zijn (of op de groep) maar dan algemener, los van een taak.
122. Frequency of feedback
Right moment, right time, right person
Awareness of how feedback is received by students.
123. Types of feedback
- Disconfirmation can be more powerful than confirmation
o Confirmation = related to feedback that confirms a student’s preconceptions
of hypotheses
Pagina 1 van 4
