Seven principles to strengthen learners’ capacity to regulate their own performance with associated feedback strategies.
Practical recommendations for making feedback more student-centred and inclusive
Nicol & Macfarlane-Dick (2006) synthesised the educational research literature on feedback and derived seven principles which might strengthen learners’ capacity to regulate their own performance and associated, easy-to-implement feedback strategies.
Good feedback practice
- helps clarify what good performance is (goals, criteria, expected standards)
- facilitates the development of self-assessment
- delivers high quality feedback information to students about their learning
- encourages teacher and peer dialogue around learning
- encourages positive motivation and self-esteem
- provides opportunities to close the gap between current and desired performance
- provides information to teachers that can be used to help shape teaching.
Read about the suggested strategies and use the attachment as a self-evaluation tool.
Source: Debra Macfarlane-Dick & David J. Nicol. 2006. Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education (2006), Vol 31(2), 199-218.