Abstract
This chapter seeks to answer the question, “What kinds of teacher feedback are most effective?” It begins by defining formative assessment, the context in which most classroom feedback is given, and the role of the teacher in it. Then, building from literature, 11 aspects of the decisions teachers make while giving feedback are identified: decisions about the feedback’s timing, amount, mode, audience, focus, function, comparison, valence, clarity, specificity, and tone. For each, recommendations from literature are presented and then discussed in terms of classroom practice.
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Brookhart, S.M. (2011). Teacher Feedback in Formative Classroom Assessment. In: Webber, C., Lupart, J. (eds) Leading Student Assessment. Studies in Educational Leadership, vol 15. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1727-5_11
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DOI: https://doi.org/10.1007/978-94-007-1727-5_11
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