Offering action-oriented feedback is a universal design for learning (UDL) guideline that supports multiple means of engagement. The UDL guidelines were developed by an organization called CAST. This article will explore how teachers and other educators can provide learners with feedback focused on individual improvement.
Offering action-oriented feedback in Universal Design for Learning
Offering action-oriented feedback means giving learners guidance that will help them improve and achieve their learning goals. This feedback should:
- Include specific comments about actions learners should take
- Encourage learners to practice their skills
- Recognize the effort learners make and promote further effort
Action-oriented feedback contrasts with other, more traditional forms of feedback focusing on:
- Competition or comparison with classmates
- Learners’ innate abilities
For example, some learners quickly understand concepts in math, while other learners need practice or support to gain similar skill. Traditional feedback on a math test might simply note learners’ correct and incorrect responses. This form of feedback allows learners to compare their marks, but does not give guidance to learners with fewer correct answers. Conversely, action-oriented feedback might focus on learners’ methods of answering questions, and suggest new approaches for learners who need more time or practice.
Furthermore, feedback should be prompt and detailed so that learners can respond to it or use it to improve during subsequent assessments. Finally, feedback should be available in accessible formats or with communication supports for learners who need them.
Strategies for Offering Action-oriented Feedback
Teachers can use many strategies for offering action-oriented feedback. For instance, teachers can give detailed feedback at different stages of a:
- Project
- Unit
Learners who receive feedback in the middle of a project or unit gain accurate information about their progress, and can use this information as they proceed to later stages.
In addition, teachers can provide learners with ways to:
- Notice their challenges and strengths
- Recognize patterns in those challenges and strengths
- Use this new knowledge to reflect on and improve their next assignment before they submit it
Moreover, teachers can inform learners about specific supports they can use to address elements of an assessment or unit they find challenging. Finally, teachers can encourage learners to take risks and try new approaches.