This talk was specifically about in-service feedback for teachers, not about feedback on training courses
If we are not giving feedback for the right reasons, and getting the right results, then why bother?
Studies (e.g. Kluger and Denisi 1996) have shown that only a third of feedback has a positive effect – two-thirds has either a negative or no effect. With this in mind, Kennedy considers how to change the way we approach professional learning, and the impact of feedback on teaching performance and ultimately student learning.
What is feedback?
- Feedback is limiting the discrepancy between current performance and future goals.
- We often think of feedback in narrow terms (e.g. observations). Hattie and Timperly (2007) point out that even reading a book related to teaching can be a form of feedback.
- Only feedback that is sought and accepted is likely to have an impact