Ruth Butler (1988)
- She investigated the effectiveness of different kinds of feedback
- Done for 132 sixth grade students where they had to give unusual uses for familiar objects
- One group was only given grades from 40 (low), to 99 (High), another group was given only comments, and the third group provided comments and grades

- Which do you think was the most effective method?

- Only comments was the most effective method,
Students with only grades saw no progress, students with only comments saw 30% progress, and students with grades and comments saw no progress as well.

Ruth Butler (1987)

- Students given four types of feedback
- comments
- grades
- given written praise
- given no feedback

- Students given comments were able to progress after comments, unlike grades or written praise which had the same result as providing no feedback at all

Praise is not always the best option, teachers should concentrate on the quality of praise instead of the quantity. Praise should also relate to factors that students can control. This is so students are being praised for things that they controlled instead of things that just happened. Should not praise a student for something that came easy to them or required little to no effort.

Scaffolding

From the Day and Cordon research in 1993, students that were given the minimum amount of support to get them unstuck made much more progress and learned more compared to the students that were simply give the complete solution and allowed to move on.

Feedback should cause thinking!!!!!

Never grade students when they are still learning, grade students when they have effectively understood the content. As soon as they are graded many students do not care about the content or will stop worrying about their work.

Need assessments that support learning and provide data on how students are doing. The assessment needs to parents, students, and teachers to see where the student is for their learning.

An example of this would be students are graded only one time per grading period, or twice.

Joe Roubin, a science teacher in San Francisco does a method where students only receive A's. They either receive the assignment back with an A, or comments on how to improve and they resubmit till they receive the A. Some students may take longer and there for not finish all assignments and can receive lower grades, but promotes students to only give their best work, and that all students can do A quality work.