ABSTRACT
This chapter focuses on the essential features of feedback provided by educators to improve student learning. It provides best practice recommendations on how to use corrective, goal-oriented feedback to guide student learning. The chapter describes the rationale and purposes for providing positive and corrective feedback. It provides examples of how to use feedback to increase student learning in class. The chapter describes how to effectively use feedback at various levels to improve student learning and promote self-regulation. It also describes how teachers can help students answer three important feedback questions that are aim at the task, process, or self-regulation levels. The chapter provides an in-depth example of how a beginning special educator, Ms. Landry, learns about and uses positive and corrective feedback to effectively target her students' individual needs and support them in meeting learning goals. It explains the features of effective feedback and important considerations when providing feedback.
