Feedback that Feeds - How to Turn Data into Actionable Student Support
No More ‘Good Job!’—Let’s Get Specific
Let’s face it—"Great job!" might sound encouraging, but it doesn’t help a student figure out what to do next. If we want to make the most of the student data we’re collecting and discussing, we must turn those numbers into meaningful feedback. Feedback that feeds learning, not just egos.
Descriptive vs. Evaluative Feedback: Know the Difference
Evaluative feedback tells students where they stand. Descriptive feedback tells them where to go.
Evaluative: "You got a B+."
Descriptive: "Your thesis is strong, but your evidence could be more detailed. Try adding one more supporting quote."
According to Hattie and Timperley (2007), effective feedback answers three questions: Where am I going? How am I doing? Where to next? Descriptive feedback does all three.
Think of evaluative feedback as a Yelp review. Descriptive feedback? That’s your GPS.
Using Data to Tailor Feedback
It’s not just about giving feedback—it’s about providing the proper feedback.
Trend spotting: Notice that a student consistently misses inference questions? Give specific guidance: "When reading, underline clues that hint at emotions or motivations."
Personalization: One-size-fits-all feedback is like buying the same-size shoes for your class. Painful for everyone.
Feedback timing: Immediate feedback leads to better results (Shute, 2008). The sooner they know, the quicker they can grow.
Peer and Self-Feedback: A Secret Weapon
We don’t have to do all the heavy lifting. With some practice and scaffolding, students can learn to give and receive high-quality feedback.
Self-assessment checklists: Teach students to ask, "Did I include at least two examples? Did I support my claim?"
Peer feedback protocols: Use "Two Stars and a Wish" (two things you liked, one suggestion for improvement).
According to Nicol and Macfarlane-Dick (2006), involving students in feedback processes increases their metacognitive skills and ownership of learning.
Bonus: Students giving each other feedback means you get a minute to sip your coffee while it’s still warm—a win for everyone.
Building a Feedback Culture
The goal is not to "fix" students but to help them grow. This requires trust, consistency, and a safe classroom environment.
Normalize mistakes: Errors are not setbacks—they’re stepping stones.
Celebrate revision: Put up a "Glow-Up Wall" of before-and-after student work.
Be consistent: Feedback isn’t a once-a-quarter event. Make it part of daily instruction.
As Wiliam (2011) notes, formative assessment (aka feedback in action) is one of the most powerful tools for improving learning outcomes.
TL;DR (Too Long; Didn’t Read)
Ditch the vague praise.
Use data to drive specific, growth-focused feedback.
Empower students to be feedback givers and receivers.
Create a classroom where feedback is part of the learning journey, not the final stop.
Final Thoughts:
Feedback isn’t a sandwich. Don’t just slap something nice between two pieces of criticism. Serve up something nourishing that students can chew on and use.
You’ve got the data. Now feed the learning!
References
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2), 199-218.
Shute, V. J. (2008). Focus on formative feedback. Review of educational research, 78(1), 153-189.
Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.