ABSTRACT

This chapter focuses on the notion that feedback can be considered an episode of learning not only for students, but also for the teacher. It examines characteristics of effective feedback, considering both comments and instructional moves as types of feedback. Both are considered responses to the formative assessment evidence found in students’ work, or in observation of the processes students used to do their work. Both require inferences about what the work product or process says about the students’ status in relationship to learning goals. The chapter provides a guide to think about the quality of comments and instructional moves.