Providing effective feedback is a critical skill for educators. While feedback can significantly impact student learning and performance, not all forms of feedback are created equal. Research suggests that the way educators frame their feedback—specifically whether it is focused more on “feed-up,” “feed-back,” or “feed-forward”—influences its effectiveness (Hattie & Timperley, 2007). This paper explores why educators should move toward a feed-forward model of feedback to maximize impact on student growth and achievement.
The Three Types of Feedback
Hattie and Timperley (2007) outlined three main types of feedback that educators typically provide to students:
- Feed-up: Provides information about the learning goals and criteria for success.
- Feed-back: Provides information about the student’s current level of achievement.
- Feed-forward: Provides guidance on next steps for improvement.
Each type of feedback serves a purpose, but research suggests feed-forward may be the most powerful in terms of driving student learning. For example, in a study analyzing feedback in upper elementary classrooms, Brooks, Carroll, Gillies, and Hattie (2019) found that feed-back comments (addressing “how am I going?”) were the most common, accounting for 50% of feedback. Meanwhile, feed-forward comments (addressing “where to next?”) were the least common at only 19% of total feedback.
The Power of Feed-Forward Feedback
Why is feed-forward feedback so impactful? As Hattie and Timperley (2007) explain, “The major distinction is among feedback about the task, about the processing of the task, about self-regulation, and about the self as a person. These distinctions are very important in terms of both the effectiveness of feedback and the direction of attention of the learner” (p. 93). Feed-forward feedback guides students toward the next steps they need to take to improve their work. It activates them as learners, requiring them to engage in cognitively complex processing and self-regulation. Research from Mandouit (2020) found that students highly value feedback that helps them “elaborate on ideas” and understand “how to improve” their work. Students want feedback that not only helps them improve their current work but also builds transferable skills they can apply to future assignments and contexts.
The essence of powerful feed-forward feedback is that it provides students with actionable guidance tailored to their needs and goals. As Hattie (2012) noted, “The aim is to provide feedback that is ‘just in time’, ‘just for me’, ‘just for where I am in my learning process’, and that fills the gap between where the student is and where he or she is aiming to be” (p. 128). More broadly, feed-forward feedback aligns with the concept of assessment for learning rather than simply of learning (Earl, 2013). It transforms assessment from a judgement of achievement to an opportunity for continuing growth. Students are empowered to see learning as an ongoing journey rather than a series of independent performances.
Practical Strategies for Educators
How can educators integrate more feed-forward feedback into their classrooms? Some helpful strategies include:
- When reviewing student work, resist the urge to focus exclusively on strengths and weaknesses. Balance feed-back comments with specific, actionable guidance for improvement.
- Provide clear success criteria upfront so students understand the goals and can self-assess. Check in with students to ensure the goals are clear before providing feed-forward suggestions related to the criteria.
- Ask students to self-reflect first. Then build off what they identify as areas for growth, rather than imposing your own unsolicited guidance.
- Focus feed-forward comments on the most important 1-2 priorities for improvement rather than overwhelming students with a laundry list of every possible area to address. Help students identify the high-leverage skills worthy of focus.
- Supplement written comments with conferences. Dialogue allows you to scaffold guidance, clarify any confusion, and check for understanding of next steps.
Making the shift from feed-back to increased feed-forward feedback requires educators to rethink their role. Rather than just evaluators of work, teachers become collaborators in learning—co-constructing meaning with students about where they are, where they want to go, and how to get there.
Research clearly indicates that high-quality, feed-forward feedback can substantially enhance student learning and growth. As Earl (2013) stated, “Students need information, not evaluation” (p. 88). Educators should move away from feedback as mere praise, criticism, or correction and instead provide focused guidance that empowers students to take action. With greater attention on crafting feed-forward feedback, educators can fulfill their critical role of fostering continuous improvement for all learners.
References
Brooks, C., Carroll, A., Gillies, R. M., & Hattie, J. (2019). A matrix of feedback for learning. Australian Journal of Teacher Education, 44(4). https://doi.org/10.14221/ajte.2018v44n4.2
Earl, L. M. (2013). Assessment as learning: Using classroom assessment to maximize student learning. Corwin Press.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
Mandouit, L. (2020). Investigating How Students Receive, Interpret, and Respond to Teacher Feedback. Melbourne, Victoria, Australia: Unpublished doctoral dissertation, University of Melbourne.