Feedback That Moves Learning

Design digital feedback loops that are timely, focused, actionable and built around what learners do next—not simply faster teacher comments.

• Feedback is a loop, not a message — Feedback only becomes instructional when something happens because of it.
• Collect evidence worth responding to — Technology can surface thinking before the final product exists.
• Reduce feedback to what can be used — Digital tools make it easy to overproduce feedback.
• Use technology to distribute feedback responsibility — Learners can generate, interpret and act on evidence—not only receive teacher comments.
• Check whether the feedback changed the work — The final evidence of feedback is visible in the learner's response.