4 Levels of Feedback Hattie Feedback about 1

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

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

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

Process • Feedback relating to the processes needed to understand 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

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

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