The Critical Role of Feedback in Formative Instructional Practices

Paula E. Chan, Moira Konrad, Viviana Gonzalez, Mary T. Peters, Virginia A. Ressa

Research output: Contribution to journalArticlepeer-review

13 Scopus citations


Feedback provides a vehicle for integrating all components of formative instructional practices: clear learning targets, evidence of student learning, and student ownership in the process. Feedback is the keystone to formative instructional practices as it is one of the most powerful instructional tools available. This paper (a) describes the role feedback plays in formative instructional practices, (b) suggests some evidence-based instructional strategies practitioners can employ to increase opportunities for feedback about their instruction, and (c) recommends ways to enhance the effectiveness of the feedback students receive.

Original languageEnglish (US)
Pages (from-to)96-104
Number of pages9
JournalIntervention in School and Clinic
Issue number2
StatePublished - Nov 8 2014
Externally publishedYes

Bibliographical note

Publisher Copyright:
© Hammill Institute on Disabilities 2014.

Copyright 2015 Elsevier B.V., All rights reserved.


  • academic
  • assessment
  • collaboration
  • effective
  • general and special education
  • instruction
  • intervention
  • standards


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