1. 4 Levels of Feedback - Hattie Feedback about: 1.Task and product 2.Process 3.Self-regulation 4.Self

2. Task and Product Most common type of feedback Corrective Often immediate How well the task has been understood and/or performed Most often mixed with feedback about the self (level 4) Most useful when correcting misapprehension Least useful in that it is often non-transferable Too much feedback at this level ensures students focus on the goal rather than the processes

3. Self Feedback about the person Often praise Most often used with level 1 (task and product) Least effective sort Best if praise is linked to effort, self-regulation, engagement

4. Process Feedback relating to the processes needed to understand and perform Timing – some delay is useful Most useful at the formative rather than the summative stage Provides information about: connections between ideas, strategies for identifying errors, cues about how to use ‘fix-up’ strategies

5. Self Regulation Feedback which encourages students to self-monitor, self- direct, self-regulate Self assessment = self-appraisal and self-management Self- management – plan, correct, use ‘fix-up’ strategies Engaging with feedback – commitment, control, confidence

6. Self Regulation Engaging with feedback worthwhile if it helps close the gap Engaging with feedback worthwhile if costs are outweighed by the benefits Costs? Effort cost, face cost, inference cost