Application of the Hattie and Timperley Power of Feedback Model with graduate teacher education students

Authors

Judy R. Wilkerson, Florida Gulf Coast UniversityFollow

Abstract

Student feedback is a crucial part of learning and improvement. The Hattie and Timperly (2007) model have been identified in the literature as the most useful feedback model evolving out of the literature on feedback and formative assessment prompted by the seminal Black and Wiliam (1998) study. The model consists of three questions: Where am I going? (feed-up), How am I going/doing? (feedback), and Where am I going next? (feed-forward). The combination of these three questions establishes a process for preparing the student with an advance organizer (the goal or student learning outcome), an assessment of actual performance, and a mindset about what the student will learn next (possibly the next SLO in a sequence). This research study provides perceptions of 61 master’s level teacher education students whose performance tasks were evaluated, in part, using the three-question model. Student responses to an open-ended survey item, collected as part of the researcher’s regular self-evaluation of teaching, were analyzed. Results provided an enthusiastic endorsement of the model. Of note, however, is that the model was supplemented by additional feedback through rubrics and comments on student work, which limits the interpretation of the results independent to the model. The perceptual data on the Hattie and Timperley model strongly support continued use and testing of the model with similar or different populations and in combination or without additional feedback tools.

DOI

https://www.doi.org/10.5038/9781955833127

Recommended Citation

Wilkerson, J. R. (2024). Application of the Hattie and Timperley power of feedback model with graduate teacher education students. In W. B. James, C. Cobanoglu, & M. Cavusoglu (Eds.), Advances in global education and research (Vol. 5, pp. 1–11). USF M3 Publishing. https://www.doi.org/10.5038/9781955833127

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License