The Secret to Feedback That Sticks

By Dr. Stephanie Brenner

When we think about feedback, quick comments like “Great job!” or “Try harder next time” come to mind. However, for educators, feedback’s true value lies in helping students learn and improve, not just feel good. Research by experts like Bryan Goodwin, John Hattie, Robert Marzano, Douglas Reeves, and Douglas Stone shows us how to make feedback meaningful, effective, and transformative. We will zoom in on the two most impactful aspects of feedback: specificity and timeliness.

Specificity: Moving Beyond “Good Job”

According to Visible Learning Metax, feedback is “information provided by an agent (e.g., teacher, peer, book, parent, self/experience) regarding aspects of one’s performance or understanding that reduces the discrepancy between what is understood, what is aimed to be understood, and where to move next in their learning” (2023). Let’s face it, feedback that lacks specifics isn’t very helpful. Trying to improve based on “Nice work!” or “Add more details.” is like handing someone a compass without a map. Instead, specific feedback such as, “Nice work showing all of the steps for completing the math problem, including the unit of measurement.” offers students clear and specific information about their work.

Research consistently shows that specific feedback is a high-impact strategy for learning with the potential to considerably accelerate student achievement. In a meta-analysis conducted and reported on by John Hattie, feedback has an effect size of 1.01, which is significantly above the 0.41 hinge point for the “zone of desired effects” (2023). Students who receive detailed feedback score significantly higher than those who receive general comments. Effective feedback should be descriptive and targeted at the task, addressing what was done well and where adjustments are needed. Feedback should give students concrete, actionable guidance. For example, instead of saying, “Your essay is unclear,” try, “Strengthen your thesis statement by specifying your main argument early on.”

Specific feedback also fosters a growth mindset. When students understand how to improve, they see learning as a process and are more likely to tackle challenges. This shift is especially valuable for students with learning differences since it breaks down goals into manageable steps and builds confidence along the way.

A Quick Takeaway

Ask yourself: “If I received this feedback, would I know what to do next?” If the answer is “no,” add specifics. Use sentence starters like:

• “To improve this, try…”
• “A good next step could be…”
• “One thing that would enhance this is…”

Timeliness: Don’t Wait Until It’s Too Late

he second essential aspect of effective feedback is timeliness. Research by Marzano and Reeves shows that feedback is most effective when given during the learning process rather than at the end. It’s like a GPS that recalculates your route when you make a wrong turn. Feedback that arrives while students are still in the “learning zone” can help clarify understanding, allowing students to adjust and improve.

In practice, timely feedback can look like quick formative assessments, conferences with students, or peer feedback. When feedback is delayed, students often miss the opportunity to correct misunderstandings or build on their successes. The learning moment is the freshest right when students are engaged, allowing them to connect feedback with the task. Additionally, delayed feedback can lead to confusion, making students feel evaluated on something “done and dusted” rather than as a work in progress. When timely feedback becomes part of the process, students feel they’re growing with support, not judgment.

To make timely feedback feasible while planning, consider identifying predictable short, specific comments aligned to learning targets for priority standards that can be utilized during conferences, small groups, or grading. Ensuring time for partner work or sharing at the end of a class or workshop is another way to provide timely feedback to students. Utilizing tech tools that allow for quick responses can also help streamline the process.

A Quick Takeaway

Give feedback while students are working. Small adjustments in real time can lead to big improvements. Try using “exit tickets” or “mid-assignment check-ins.”

Why Specificity and Timeliness Matter

Together, specificity and timeliness address both the what and the when of effective feedback. Feedback without specificity is vague, while feedback without timeliness risks being irrelevant. With specific and timely feedback, we’re giving students a meaningful map with directions and checkpoints along the way.

These principles make feedback a tool for student improvement and teacher-student relationships. We build trust and motivation by showing students that we’re invested in their growth.

Get Started Today

Incorporating specific and timely feedback into your routines will boost student learning and create an environment where students feel seen, supported, and inspired. However, the thought of providing feedback that is specific and timely to every student on every assignment will quickly feel overwhelming and unmanageable. So start small! Set a goal to give each student specific, timely feedback on one assignment each week. Identify one day a week when you will intentionally carve out time for students to provide each other feedback. Highlight what students specifically did well (which can be an easier starting point). Feedback isn’t just about “fixing mistakes.” It’s about guiding students along their learning journeys, helping them become confident, capable learners. Don’t forget to give yourself grace while trying to be more intentional about providing specific and timely feedback. You are, after all, a learner who will need feedback. Start today with just a small step—and watch the impact grow!

References:

Goodwin, B. (2020). Learning that sticks: A brain-based model for k-12 instructional design and delivery. McREL International. 

Hattie, J. (2023). Visible learning: The sequel: A synthesis of over 2,1000 meta-analyses relating to achievement. Corwin Press, Inc. 

Marzano, R.J. (2017). The new art and science of teaching. Solution Tree Press. 

Reeves, D.B. (2008). Effective grading practices. Teaching Students to Think. 65(5), 85-87. 

Stone, D. & Heen, S. (2014). Thanks for the feedback: The science and art of receiving feedback well (even when it is off base, unfair, poorly delivered, and, frankly, you’re not in the mood). Penguin Books.Visible Learning Metax. Global research database, (1.2) [Data set]. Corwin. https://www.visiblelearningmetax.com/influences/view/feedback