I worry my middle name might be Sisyphus. Despite my best efforts, the inevitable piles of essays that are a part of my working life too often feel like boulders to move from here to there. I desperately want to see each essay as another rich opportunity, a chance to help a budding writer find her voice. At my best, I find this state of mind. Yet, the amount of time required to respond to student work always leaves me with one nagging question: “Is all of this really working?” Thankfully, my tendency to despair about question the effectiveness of my feedback can lead to fruitful reflection.
Lately I have explored how to ensure my time (and my students’ time) is spent most effectively. For the past two years, my fellow English teachers and I set a departmental goal of improving the efficacy of our feedback. This year a few of us tackled John Hattie’s and Helen Timperley’s “The Power of Feedback,” a very extensive review of educational research on what really works in regard to teacher feedback on student work. This 2007 white paper deals with big data, reviewing hundreds of studies sampling thousands (maybe millions?) of students. The paper is dense and technical and big…but it is also illuminating and practical and useful. If you have the time, the study is worth a read. Of course, you probably don’t and just want somebody to give a summary…so keep reading.